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Course Name - Instructional Techniques For Elementary and Middle School Classroom Course Code - EDU 5270 Instructor - Dr. Amanda Nugent
Course Name - Instructional Techniques For Elementary and Middle School Classroom Course Code - EDU 5270 Instructor - Dr. Amanda Nugent
The International Baccalaureate (IB) framework is based on a constructivist belief in learning, which is a theory
of cognition that states that "knowledge is not passively learned but actively built," and that "recognize the
importance of engaging and challenging existing mental models" (p. 45) to improve students' understanding, as
Saxton and Hill (2014) point out. This framework piques students' intellectual curiosity while equipping them
with the attitudes, knowledge, abilities, reflective practices, and conceptual understanding needed to become
When it comes to the PYP, learning is meant to expand beyond the usual boundaries that separate topic areas.
When it comes to the PYP, learning is supposed to expand beyond the usual limits between topic areas (as
• What is an IB education?
Students examine six global settings in the MYP that extend on the PYP transdisciplinary themes (for more
• Interpersonal interactions and personalities Expressions of one's own culture and identity. In terms of space
Students in all IB programs must complete a PYP exhibition and MYP community and personal projects to
These strategies are built on a cycle of inquiry, action, and reflection. The interplay of asking, acting, and
thinking between teachers and their students drives their daily activities for their students. The International
Baccalaureate emphasizes community and connections, reflecting the IB's idea that interactions between
teachers and students influence educational outcomes. The International Baccalaureate recognizes that
individuals collaborate to create meaning and make sense of the world (Aggarwal & Goodell, 2016).
The International Baccalaureate (IB) teaching method is inquiry-based, with an emphasis on students
discovering knowledge and forming their understandings (Medwell etal.,(nd)). In IB schools, teaching focuses
on conceptual knowledge to help students develop disciplined insights and connect and transfer their learning to
new contexts and circumstances. Real-life situations and examples are utilized to teach students how to
assimilate new knowledge by clicking it to their own experiences and the world around them through successful
cooperation and collaboration, including students and instructors. Learning opportunities are inclusive and value
diversity, removing learning barriers, supporting students' identities, and offering possibilities for each student
to create and pursue appropriate personal goals. The learning possibilities are diverse and inclusive. Assessment
influences instruction to promote and measure learning while providing timely and valuable feedback to
students.
In order to build a feeling of agency in students and motivate them to perceive learning as an active and
dynamic process, the International Baccalaureate's (Wade etal,2015) approach to learning focuses on the
• self-management skills: organizational skills, time and task management, and affective skills of
Saxton and Hill (2014) contend that the following criticisms are critical to an IB approach to teaching
and learning since the International Baccalaureate (IB) framework is predicated on a constructivist philosophy
in learning. Mayer (1996) points out that Constructivism has become the dominant paradigm for human
learning, overtaking both behaviorist and information-processing perspectives. Constructivism has been
criticized for its instructional uses as overly expensive, time-consuming, theoretical, and subjective. In order to
succeed academically, students must have a well-developed executive function and a high level of self
management. Making meaningful activities can be difficult and developing them might lead to various
unanticipated learning outcomes. When consistency is required, Constructivism can encourage a variety of
thoughts by having each student submit an interpretation of a phrase rather than the definition itself
(Windschitl,1999).
When Constructivism is used in the classroom, pedagogical issues arise because teachers must provide
students with complete freedom to explore subjects with little or no guidance from the teacher (Kirschner et al.,
2006). When comparing teaching approaches, constructivist teaching falls short of direct instruction institutions,
according to Matthews (2003). When teaching, according to research findings, when only providing
fundamental instruction, students feel "lost and frustrated," according to et al., 2006, p. 6).
It is common to design minimally guided instruction without considering the importance and
organization of working memory during the learning process (Brooks, 2013). According to the researchers,
minimally directed methods, such as constructivist approaches, ignore actual studies showing that unguided
instructions do not offer pupils beneficial learning settings (Kirschner et al., 2006).
Some of the objections of Constructivism are addressed in the theory's relativist premises and definition
of truth, while others are more general. According to Matthews (1998), Constructivism maintains that culture
influences perceptions and defines what is considered authentic or accurate, which conflicts with conceptions of
relativistic truth (1998). According to Brooks (2013), who cites Papert and Harel (1991), who argue that
cognitive learning alone is insufficient, according to Brooks (2013), who cites literature (Dumont et al., 2010).
The above critique of Constructivism focuses on errors in teaching practice rather than a conceptual
defect. These flaws can be easily remedied by modifications made by the educator and appropriate professional
development. According to the International Baccalaureate, education should provide students with
opportunities to engage in long-term research on various local and global issues and concepts ("What is an IB
education?", 2019). Because of globalization and emerging concerns such as climate change and pandemics, the
ability to think beyond existing situations and borders is becoming increasingly vital ("What is an IB
education?", 2019). The International Baccalaureate's emphasis on learner profiles is crucial, particularly in
and willingness to have a positive difference in the world around them, as stated in "What is an IB education?"
(2019). According to Medwell et al., the PYP and MYP exhibitions for grade five and eight pupils build IB
learner profile traits such as critical thinking and international mindedness (2017). This contrasts sharply with
my own student experiences, which were nothing like those described by Medwell et al. (2017). The findings by
Medwell et al. on the importance of the relationship between parents and their children are incredibly
encouraging; children take on the role of instructors, bringing fresh perspectives that may differ significantly
The authors conclude that "as compared to their high school performance level, IB students were better
prepared for the shock of college academic standards and saw a lesser decline in grade point average in their
Aggarwal, R., & Goodell, J. W. (2016). Improving learning outcomes in IB education. Journal of Teaching in
Medwell, J., Cooker, L., Bailey, L., & Winchip, E. (n.d.). The impact of the PYP exhibition on the development
of international-mindedness, critical thinking, and attributes of the IB learner profile, pp . 1 -19; 81-
nottingham. http://www.ibo.org/globalassets/publications/ib-research/pyp/pyp-exhibition-final-
report-en.pdf
Walker, A., Bryant, D., & Lee, M. (2014). The International Baccalaureate continuum: Student, teacher, and
Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. Phi Delta Kappan,
80(10), 751.
Kirschner, P. A., & Karpinski, A. C. (2006). Facebook® and academic performance. Computers in human
Wade, J., Wolanin, N., & McGaughey, T. (2015). A study of critical thinking skills in the international
https://www.ibo.org/globalassets/publications/ib-research/myp/myp-critical-thinking-report.pdf