Using Cognitive Constructivism In Planning Lesson.

Abstract

This lesson plan is for teaching medical undergraduatesa specific topic, providing the students a structure underwhich the learning process will unfold (Wilson, 1981).Constructivist approach has proved to behelpful for longterm and deep learning, treating knowledge as something discovered, as indiscovery learning (Dewey,1916/1997, Piaget, 1954, 1973) andusing props to trigger association of ideas. New knowledge is about making a relationship between what is known and what isbeing learnt (Resnick& Ford, 1981). In fact, most constructivist strategies are excellent for learning clinicalknowledge. A good strategy for developing the clinicianmind-set is case based instruction, a constructivist strategy (Savin Baden & Major, 2004).I use several strategies that make the lesson plan internally consistent with constructivist learning. These include small group learning, enhanced discovery learning, problem based learning, project based learning andstep by step discussion with thinking time. At the end ofthe session there will be an assignment given, encouraging reflection and advising the student to summarizethe constructed learning.The flow of the lesson should attempt to steer the learners in a direction which allows them to gradually reachnew knowledge in a way that is “progressively constructed” (Papert, 2000).An additional role that can beincluded in planning thelessoncan be reached by understanding of the role metacognition plays in expert learners (Nickerson, 1985,Nilson, 2010). Studies show that conveying informationon how to integrate reflection with this kind of learning isvital. This would not only be limited to individual reflection, but also to “team processing” (Savin-Baden andMajor, 2004) leading to a co-operative understanding ofwhat has been learned.