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, Beck, J. T. , Henderson, C. M. , and Palmatier, R. W. K. Chung, M. G. Swanson, H. E.
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Constructivism is a failure, just as Project Follow Through proved. And its about 50 years old. A lot has changed since then, including the way we measure learning and growth. What it does affirm for us is that structure in the classroom promotes growth. Those who decry constructiveism do so because of its ad hoc nature: this discovery learning stuff that was recently a big fad. More recent research shows that student do not learn as much when you just tell them what they need to know. They must create that knowledge for themselves. You can see this in the MRIs that Jo Boaler has studied. The article I linked to above is one of many that show evidence that direct instruction is not as powerful as explicit instruction, which is getting students to build their knowledge in a very structured way rather than leaving them to learn by their own devicesthough ironically, that is what every student eventually needs to be able to do, right. It does not in any way improve our education standards if as a part of narrowing the education gap the top students abilities and understanding decrease even if the bottom students show more improvement than the top students show decline. I am all for increasing help for struggling students, and I actually did see improvement in the classroom, especially in the lower grades, that I think is directly attributable to NCLB.