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L1LC 312 (64c) ersonal Learnlng 1heory 8evlsed

SLephen Pawklns8ogle
SLudenL ML1 rogram
unlverslLy of 8rlLlsh Columbla



SubmlLLed Lo
Shawna laber
laculLy ML1 rogram
unlverslLy of 8rlLlsh Columbla
uecember 3 2010














l belleve people learn besL when Lhey choose Lo learn and are drlven by arLlculaLed
goals for whlch Lhey can measure Lhelr success 1here are many learnlng phllosophles and
lnsLrucLlonal approaches LhaL can be used Lo supporL learnlng and l belleve LhaL consLrucLlvlsm
applled wlLh formaLlve assessmenL faclllLaLlon moves a learner Lowards ownershlp and conLrol
of Lhelr learnlng
WlLh Lhe wlsdom of lageL vygoLskl and 8runer we know LhaL presenLlng lnformaLlon
relevanL Lo a learner's prlor knowledge and provldlng experlence rlch ln handson
experlmenLaLlon and dlscovery can nurLure an lndlvldual's accommodaLlon of new learnlng l
belleve LhaL lf Lhls learnlng ls meanlngful and relevanL Lo Lhe culLure values and norms of Lhe
learner Lhls experlence wlll solldlfy even greaLer schemaLlc growLh Applylng Lhls phllosophy ln
Lhe classroom can be greaLly supporLed wlLh Lhe use of formaLlve assessmenL
lnvolvlng sLudenLs ln Lhe assessmenL of Lhelr own learnlng has been shown Lo be one of
Lhe hlghesL yleld sLraLegles Lo lncrease Lhe raLe of learnlng (8lack Wlllam 1998) When a
learner ls lnvlLed lnLo expllclL conversaLlons abouL Lhe learnlng lnLenLlon lnvolved ln Lhe
esLabllshmenL of crlLerla recelvlng ongolng descrlpLlve feedback engaged ln LhoughLful
quesLlons Lhe learner ls provlded wlLh lnformaLlon LhaL feeds Lhelr learnlng forward lormaLlve
assessmenL supporLs meLacognlLlon Lhrough an lnqulry of Lhe learnlng process lLself and
encourages a sLudenL Lo Lake conLrol and dlrecL Lhelr achlevemenL
ConsLrucLlng new knowledge ls an lnnaLe ablllLy buL Lhe envlronmenL where Lhls occurs
ls noL always a naLural auLhenLlc seLLlng 1he Lralnlng and Leachlng LhaL occurs ln a classroom
ls ofLen far removed from Lhe reallsLlc expecLaLlons LhaL are placed on our chlldren as Lhey
enLer socleLy Approachlng Leachlng and learnlng from a consLrucLlvlsL base where assessmenL
ls used ln a dlscurslve manner Lo move learnlng forward approaches auLhenLlclLy and wlll
beLLer equlp our chlldren Lo succeed ln Lhe ever changlng 21
sL
cenLury
8eference
8lack Wlllam u (1998) lnslde Lhe black box 8alslng sLandards Lhrough classroom
assessmenL LlecLronlc verslon lbl uelto koppoo 80(2) 139144

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