EED 470 Reading Strategies 
Kristen Orton
Grand Canyon University: EED 470
January 7, 2015
Constructivism and explicit teaching styles almost appear to be opposites of one another, especially when used in the contexts of the classroom. The more I read about these two styles the more I thought that if a teacher could use both styles in a harmonious balance the students would have the greatest benefit. Not many students want to sit and listen to the droning lecture of a teacher. Memorizing facts, reading chapter after chapter with no connection to how it will be used outside of school. This old fashion way of teaching typically does not assist students in retaining information. Nor does this help with motivating students to continue reading. I also believe that each style could be use more or less depending on the grade level of the students being taught, perhaps also depending upon the subject matter. Constructivism teaching models are more about what children can do and how they can use new information rather than simple learning about something. The teacher’s role is less of the sole authority of the topic and takes on a role as a guide in the education process. Tetzlaff, author of Constructivist Learning Versus Explicit Teaching, really explained what this could look like in the classroom. She stated that the instructor guides the learning though questions and discussion not lectures (Tetzlaff, 2009). In reading concepts such as phonics, vocabulary or comprehension is not taught through a lecture but rather introduced by the teacher. The teacher would jump-start the activity giving the students a basis to begin and then setback and assist in the learning process. Interactive actives, games and lesson are used to teach a topic. The instructor can then dig deeper into the knowledge that the students are gaining through questions and additional guidance. Additionally “various types of materials are used, all chosen with an attempt to use items that are concrete, colorful,
Grand Canyon University: EED 470
January 7, 2015
Constructivism and explicit teaching styles almost appear to be opposites of one another, especially when used in the contexts of the classroom. The more I read about these two styles the more I thought that if a teacher could use both styles in a harmonious balance the students would have the greatest benefit. Not many students want to sit and listen to the droning lecture of a teacher. Memorizing facts, reading chapter after chapter with no connection to how it will be used outside of school. This old fashion way of teaching typically does not assist students in retaining information. Nor does this help with motivating students to continue reading. I also believe that each style could be use more or less depending on the grade level of the students being taught, perhaps also depending upon the subject matter. Constructivism teaching models are more about what children can do and how they can use new information rather than simple learning about something. The teacher’s role is less of the sole authority of the topic and takes on a role as a guide in the education process. Tetzlaff, author of Constructivist Learning Versus Explicit Teaching, really explained what this could look like in the classroom. She stated that the instructor guides the learning though questions and discussion not lectures (Tetzlaff, 2009). In reading concepts such as phonics, vocabulary or comprehension is not taught through a lecture but rather introduced by the teacher. The teacher would jump-start the activity giving the students a basis to begin and then setback and assist in the learning process. Interactive actives, games and lesson are used to teach a topic. The instructor can then dig deeper into the knowledge that the students are gaining through questions and additional guidance. Additionally “various types of materials are used, all chosen with an attempt to use items that are concrete, colorful,
References: Evangelisto, T. (2002). Constructivist Approaches to Teaching and Learning. Palm Springs, California. http://www.tcnj.edu/~evangeli/constructivism.htm Facts About Reading Aloud. (n.d.). Retrieved January 11, 2015, from http://www.rif.org/us/literacy-resources/articles/facts-about-reading-aloud.htm Garcia, G. E., Pearson, P. D., Taylor, B. M., Bauer, E. B., & Stahl, K. D. (2011). Socio- Constructivist and Political Views on Teachers ' Implementation of Two Types of Reading Comprehension Approaches in Low-Income Schools. Theory Into Practice, 50(2), 149-156. doi:10.1080/00405841.2011.558444 Tetzlaff, T. (2009). Constructivist Learning Versus Explicit Teaching: A Personal Discovery of Balance. (A Synthesis Project). University of Massachusetts, Boston. Ciampa, K. (2012). Electronic Storybooks: A Constructivist Approach to Improving Reading Motivation in Grade 1 Students. Canadian Journal Of Education, 35(4), 92-136. http://www.cct.umb.edu/tetzlaff.pdf