Analyzing Constructivist Pedagogy and Curriculum in Education Report

This report provides a detailed analysis of constructivist pedagogy and its application in curriculum design and teaching methods. It begins with an introduction to pedagogy and curriculum, defining constructivist pedagogy and its various forms. The main body discusses how teaching is facilitated using a constructivist approach, including techniques to engage students and foster self-actualization. It analyzes strategies for skill development, positive relationships, and collaborative learning. The report also explores the outcomes of these strategies, including the development of critical thinking, analytical abilities, and evaluation skills, while also addressing the lack of resources. The conclusion emphasizes the benefits of collaborative work, positive student-teacher relationships, and the importance of addressing resource limitations to enhance student creativity and learning outcomes. The report uses the concept of the constructivist pedagogy to analyze the teaching methods and the outcomes of the students.

PEDAGOGY AND
CURRICULUM REPORT

TABLE OF CONTENT
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................4
Discussing how teaching will be facilitated and what all formatively assess the key knowledge
and what all skills would be used in by applying the constructivist pedagogy:..........................4
Analysing various techniques to have in the class and how to engage students with self
actualization:................................................................................................................................4
Discussing the outcomes of using in the strategies to provided to the students under the
constructivist pedagogy:..............................................................................................................5
Analysation of the progression of learning and skill development:............................................5
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................1

INTRODUCTION
Pedagogy is the way the teacher teaches in the institution and curriculum is the content
that is being taught by them in the overall traditional education. Curriculum is the basic standard
based sequence of planned experience where in students practice new things and achieve in the
proficiency with the content and with the overall methods of applied learning. With in the
content of pedagogy, this is defined as the teacher teaches and deliver the content of the
curriculum, with the use of their teaching style and theories employed. There are various types of
pedagogy that defines the overall system which are social pedagogy, critical pedagogy, culturally
responsive pedagogy, and Socratic pedagogy (Zajda, 2018). This also have constructivist
pedagogy that is called as theory that is based on learning of the idea defining how human
constructs their own knowledge with the direct experience and as opposed of by concepts that
have been taught. With in the form of constructivist pedagogy, this includes the different types of
constructivism that are trivial, radical, social and cultural constructivism. This is the approach
that helps the students to teach each other with in the constructivist pedagogy. With in this
approach the students of the higher classes seek to oppose of the questions and have their
answers with the help of direct research and direct observation. This constructivist pedagogy
helps out the students of the senior classes by promoting the environment filled with social and
communication skills emphasizing with the collaborative nature in the classes from the side of
senior students and also facilitates exchange of ideas (O’Connor, 2022). Constructivism is the
theory that helps the students to build in the knowledge rather than just taking in the information.
The report based on the pedagogy and the curriculum will be including about discussion based
on how the teaching will be done and what all knowledge would it be assessing in for the
students with in the specialized knowledge of the English as an additional language. This will be
including the three of the sub points describing how it would be taught in the classroom and will
it be meeting the outcomes related to the senior students. The report will also be covering about
activities to be performed to have the progression of learning and skill development in the
students.

MAIN BODY
Discussing how teaching will be facilitated and what all formatively assess the key knowledge
and what all skills would be used in by applying the constructivist pedagogy:
Using in the constructivist approach for teaching in the school would help in to provide the
children with find out their own answers for the problems they might be facing in and to have in
the proper solutions (Odinokaya, and et.al., 2019). The teachers might be found out to have in
the various techniques to use in the overall process of teaching like they can use:
 Prompt students to frame their own questions related to their various problems.
 Can allow them to use various kind of interpretations and expressions of learning in the
classes to remove the difficulties they are facing in.
 Encourage students to work in group and use of peers as the available resources to
facilitate learning.
Analysing various techniques to have in the class and how to engage students with self
actualization:
The skills that have been founded in to have in the class for the students are as follows:
Development of the positive relationship: development of the good and positive relationship
with the students is the key probability to be facilitated in the classes in between a teacher and
the students. This can be done by finding in the small ways to connect with students and listening
to them often in the class and helping them to solve the problems by being friendly.
Working co-actively or cooperatively
with the student: this is the best point to facilitate proper operations in the class by working in
the cooperative ways with the students. This helps in the senior students to develop the higher
levels of thinking, good techniques of oral communication, self management abilities, and
mainly proper leadership skills.
Provide the students with a
choice of materials or options to develop creativity: this is one of the most useful strategy, by
using this under the constructivist pedagogy would be helping in the senior students to have in
the proper increased performance, and they are able to put in proper efforts in performing the
tasks.
Engaging students with the self actualization is also one of the important task under the
constructivist pedagogy and this can be done by using in numerous ways that includes:

 Providing the students with the positive environment to learn and explore in the
classroom (Agust, Subroto, and Malik, 2018).
 Giving them with the proper instructions and study skills.
 Guiding them by providing reflective real life examples.
 By making them practice the appropriate behaviour.
Discussing the outcomes of using in the strategies to provided to the students under the
constructivist pedagogy:
The outcomes that has been founded with in the use of the various types of various strategies in
the school for the senior students are in the positive and satisfactory ways. Facilitating positive
relationship with and with in the student have shown in the things like supportive students and
have facilitated foundation of students to be engaged in the activities and got responsible for
their belongings related to the school and ultimately has shown out the learning nature. This also
made feel that more positive relationship would be there more the students got engaged with
teachers.
Secondly working actively and with the collaborative nature with students also helped to
bring in the positive side of the senior students towards the working and towards having in
positive work culture with in the classes and the whole premises of school (Zajda, 2018).
Working with this strategy under the constructivist pedagogy helped to develop the sense of
leadership among the students and developed higher levels of thinking with in students and also
increased the interaction of students by retaining the students and increasing their self-esteem to
perform.
The thing that have been lacking in some areas are the unavailability of the resources to
facilitate proper learning in the institution for the senior students and to have the proper learning
outcomes from the side of students. The out comes were in the non satisfactory means as the
things experienced were resulting in the negative ways and showed the conditions of quality
issue in children and have lacked the human interactions in between teachers and students. This
whole issue of lacked resources for the students lowered the requirements of the development of
the creativity skills in the students.
Analysation of the progression of learning and skill development:
As per the views of (Jaiswal, 2019), as seen in the above study the students have facilitated the
working in the collaborative ways in the institution and making them learn this skill of

collaboration helped out the teachers and the students both to have in the skills development and
increased their bonding with their colleagues and teachers and other higher authorities as the
senior students started working in the collaborative ways by engaging themselves in all the
activities facilitated with in the institution and this also helped in to develop the positive
relationship with the all the students and other authorities.
CONCLUSION
From the above report it has been concluded that the development of the various skills in
students helped both the teachers and the students to develop their personal image with in the
institution and to have the proper authorities and guidance from the both the sides. This skill
development including the skills like collaborative working with the development of positive
relationship with the teachers and other students in the institution helped to have in the proper
functioning with in there but the things come on to the negative points because of the lack of
resources in the institution and lacked the students to develop the creativity with the productivity
with in them (Jitka, Jitka, and Pavlna, 2018). As taught them the collaboration skills helped a lot
to have in the proper results from the group tasks and also to have in the best probable outcomes.
This all helped the students to develop the thinking to be more attentive in the group tasks by
also having in the innovation and the idea generation. But as seen due to the lack of resources the
things got missed from the side of students and lacked out the creativity with in students. This
sometimes result as the non satisfactory outcome from the overall procedure. As analysed by
Developing in the positive relationship with students and the teachers helped the students to have
the solution for the problems on the fast pace as getting interacted with the teachers became easy
for the students. As-off, using in the constructive approach for the students helped in the
developing the welcoming environment for the children and to have active engagement with
teachers. This strategy worked best for the seniors by providing with the numerous benefits like
it provide the strength of critical thinking, proper analysation abilities and evaluation skills.

REFERENCES
Books and journals
Agust, S., Subroto, G. and Malik, A., 2018. Self-actualization measurement on non-English
coastal students’ achievement: Rasch model analysis. International Journal of Pedagogy
and Teacher Education, 2(2). pp.389-400.
Jaiswal, P., 2019. Using Constructive Alignment to Foster Teaching Learning Processes. English
Language Teaching, 12(6). pp.10-23.
Jitka, N., Jitka, P. and Pavlna, K., 2018. Teacher's Concept of Constructivism in Real Conditions
of School Teaching. Journal of Education and Training Studies, 6(n11a). pp.133-138.
O’Connor, K., 2022. Constructivism, curriculum and the knowledge question: tensions and
challenges for higher education. Studies in Higher Education, 47(2). pp.412-422.
Odinokaya, M., Krepkaia, T., Sheredekina, O. and Bernavskaya, M., 2019. The culture of
professional self-realization as a fundamental factor of students’ internet communication
in the modern educational environment of higher education. Education Sciences, 9(3).
p.187.
Zajda, J., 2018. Effective constructivist pedagogy for quality learning in schools. Educational
Practice and Theory, 40(1). pp.67-80.
Zajda, J., 2018. Effective constructivist pedagogy for quality learning in schools. Educational
Practice and Theory, 40(1). pp.67-80.
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