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Article: Building a Community of Learners on: A Social Constructivist Approach

TitleBuilding a Community of Learners on: A Social Constructivist Approach
Authors
Issue Date2003
PublisherCommon Ground. The Journal's web site is located at http://ijl.cgpublisher.com/product/pub.30/prod.1
Citation
International Journal of Learning, 2003, v. 10, p. 2311-2322 How to Cite?
AbstractIn any of the education reforms advocated all over the world, no matter how sound the curriculum policies seem to be, teachers still find individual differences a major hindrance to the success of the reforms. While many educators consider diversity among students a classroom problem, some try to reduce the problem by streaming or offering different enrichment and remedial programs tailor-made for the individual student. The present study adopted an alternative approach and examined how individual differences could be taken as an important resource in developing a productive community of learners with a social constructivist basis. The positive findings of student performance in portfolio assessment reported in this study support the argument that learning should be aligned with assessment. To cater for individual differences, portfolio assessment should be adopted as it serves the following characteristics that are crucial for developing life-long learners and attaining 'success for all'. First, portfolio assessment requires students to collect and reflect on work samples, providing both an instructional component to the curriculum and offering an opportunity for authentic assessments. When carefully assembled, portfolios become an intersection of instruction and assessment which traditional assessment cannot achieve. Secondly, it yields an improved portrait of the students as ... [more]learners, using a process that encourages students to become metacognitive in regards to their learning. Thirdly, students are allowed to collect learning evidence from various sources, through multiple methods and over multiple points of time. Student diversity in intelligences is therefore being acknowledged. They do not need to compete or compare themselves with others, and therefore can learn in a safe environment.
Persistent Identifierhttp://hdl.handle.net/10722/146658
ISSN
2015 SCImago Journal Rankings: 0.111

 

DC FieldValueLanguage
dc.contributor.authorHo, MWen_US
dc.contributor.authorChan, CKKen_US
dc.contributor.authorTang, TKWen_US
dc.date.accessioned2012-05-09T03:21:12Z-
dc.date.available2012-05-09T03:21:12Z-
dc.date.issued2003en_US
dc.identifier.citationInternational Journal of Learning, 2003, v. 10, p. 2311-2322en_US
dc.identifier.issn1447-9494en_US
dc.identifier.urihttp://hdl.handle.net/10722/146658-
dc.description.abstractIn any of the education reforms advocated all over the world, no matter how sound the curriculum policies seem to be, teachers still find individual differences a major hindrance to the success of the reforms. While many educators consider diversity among students a classroom problem, some try to reduce the problem by streaming or offering different enrichment and remedial programs tailor-made for the individual student. The present study adopted an alternative approach and examined how individual differences could be taken as an important resource in developing a productive community of learners with a social constructivist basis. The positive findings of student performance in portfolio assessment reported in this study support the argument that learning should be aligned with assessment. To cater for individual differences, portfolio assessment should be adopted as it serves the following characteristics that are crucial for developing life-long learners and attaining 'success for all'. First, portfolio assessment requires students to collect and reflect on work samples, providing both an instructional component to the curriculum and offering an opportunity for authentic assessments. When carefully assembled, portfolios become an intersection of instruction and assessment which traditional assessment cannot achieve. Secondly, it yields an improved portrait of the students as ... [more]learners, using a process that encourages students to become metacognitive in regards to their learning. Thirdly, students are allowed to collect learning evidence from various sources, through multiple methods and over multiple points of time. Student diversity in intelligences is therefore being acknowledged. They do not need to compete or compare themselves with others, and therefore can learn in a safe environment.-
dc.languageengen_US
dc.publisherCommon Ground. The Journal's web site is located at http://ijl.cgpublisher.com/product/pub.30/prod.1en_US
dc.relation.ispartofInternational Journal of Learningen_US
dc.titleBuilding a Community of Learners on: A Social Constructivist Approachen_US
dc.typeArticleen_US
dc.identifier.emailChan, CKK:ckkchan@hkucc.hku.hken_US
dc.identifier.authorityChan, CKK=rp00891en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.hkuros114906-
dc.identifier.volume10en_US
dc.identifier.spage2311en_US
dc.identifier.epage2322en_US
dc.publisher.placeAustraliaen_US

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