Slavin (2018) Chapter Eight

Description
Chapter eight focuses on Student- Centered and Constructivist Approaches to Instruction. It address key concepts of the constructivist view of learning and supports it with classroom practices. This chapter discusses how to use cooperative learning in the classroom to where it is effective. Next, it discusses how to teach students problem- solving and thinking skills. Last, it touches on student- centered and constructivist approaches as it relates to intentional teaching.

Analyze
Students must be able to gain knowledge outside of what the teacher will give them. This approach is called constructivist which is often related to student- centered instruction. "The essence of constructivist theory is the idea that learners must individually discover and transform complex information if they are to make it their own..." (Slavin, 2018 page 188). Students need the chance to learn without the teacher lecturing or constantly being heavily involved.
 Slavin (2018) stated,

"In a student- centered classroom the teacher becomes the "guide on the side" instead of the "stage on the stage" helping students to discover their own meaning instead of lecturing and controlling all classroom activities (Noddings, 2008; Weinberger & McCombs, 2001; Zmuda, 2008)" (page 188).

Student centered instruction is vital in letting students be independent.  There are many components of constuctivists including Top- Down processing, Peer Interaction,Self- Regulated Learning, Scaffolding, and Discovery Learning. The term top- down means that "students begin with complex problems to solve and then work out or discover (with your guidance) the basic skills required" (Slavin, 2018 page 190). Peer interaction is just what it says peers interacting with one another to sole problems. Discovery learning is when students are to learn by being independent. "Students are encourage to learn largely on their own through active involvement with concepts and principles, and teachers encourage students to have experiences......" (Slavin, 2018 page 190). Self- Regulated Learning is when the learners have intrinsic motivation and are able to extend their learning. Scaffolding is setting the foundation for students and then gradually releasing the students to be independent.All of these strategies help students to be actively involved in their own learning. Next, cooperative learning is discussed. Cooperative learning is when students work in groups to assist one another in learning. Cooperative groups hold each member responsible for their individual learning and ensure they are putting in effort. With all of these strategies being used "students cannot be said to have learned anything useful unless they have acquired the ability to use information and skills to solve problems" (Slavin, 2018 page 204). Here is where problem solving and thinking skills are important. When teaching students how to problem solve, Slavin (208) suggested a five- step strategy called IDEAL. Where you identify, define, explore, anticipate, and look back of the components of a problem. When teaching thinking skills one must consider different strategies to reach students. Problem solving skills are taught through a series of steps. Each component is vital for it to be successful.  Thinking skills need a organized program in order for students to obtain them correctly.

Reflection

This chapter activated my prior knowledge . It touched basis on things that I learned in college and already have in place for my classroom. One strategy I found interesting is the top- down process. One complaint I have is I can't move on to Depth of Knowledge levels three to four because the students lack the basic skills to solve the questions from Depth of knowledge one to two. I want to take the top- down process and incorporate it into my instruction. I think this will help me move my low students and push my high students higher. This was the only strategy that stood out to me from this chapter.
 Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.