& Halstead, 2009, p. 197). Billings and Halstead (2009) described constructivism as a process where the "learners construct knowledge in attempt to make sense of their experiences and are active in seeking meaning" (p. 197). Since the learner plays an active role in constructivism, the curriculum should match the learner's desired outcomes (Saylor, 2011). Curriculum formats that meet these criterions include problem-based learning with and instructional scaffolding (Saylor, 2011). The instructor should also incorporate five key components apprenticeships when ascribing to constructivism: provide the learner with complex, real problems; social interaction; provide multiple perspectives to complex content; nurture self-awareness; and encourage the learner to have ownership of learning (Saylor, 2011). The learner may need "prompting and cues to recognize that the new information being presented is a variation or extension of something they have previously learned and applied" (Billings & Halstead, 2009, p. 149). Thus, the instructor should "assist students to move toward discovering and constructing knowledge for and of themselves (Barr & Tagg, 1995; Bevis, 1989c)" (as cited in Billings & Halstead, 2009, p. 200). The works of Rogers and Maslow provided the base of humanistic theory. Humanism. Rogers felt that the individual is the center of experience with innate motivation to actualization (Saylor, 2011). Maslow believed that a hierarchy of needs is the motivation towards (Saylor, 2011). As a whole, the humanistic approach supports that people are inherently good, individuals are unique, and people have an unlimited potential for growth (Saylor, 2011). According to Saylor (2011), the teacher is a sensitive, caring, empathetic facilitator of learning. Additionally, the instructor should also display genuineness and respect in modeling desired behaviors (Billings & Halstead, 2009, p. 211). The relevancy of meaningful learning, as perceived by the student, is important because the learner may feel that the material
& Halstead, 2009, p. 197). Billings and Halstead (2009) described constructivism as a process where the "learners construct knowledge in attempt to make sense of their experiences and are active in seeking meaning" (p. 197). Since the learner plays an active role in constructivism, the curriculum should match the learner's desired outcomes (Saylor, 2011). Curriculum formats that meet these criterions include problem-based learning with instructional scaffolding and apprenticeships (Saylor, 2011). The instructor should also incorporate five key components when ascribing to constructivism: provide the learner with complex, real problems; social interaction; provide multiple perspectives to complex content; nurture self-awareness; and encourage the learner to have ownership of learning (Saylor, 2011). The learner may need "prompting and cues to recognize that the new information being presented is a variation or extension of something they have previously learned and applied" (Billings & Halstead, 2009, p. 149). Thus, the instructor should "assist students to move toward discovering and constructing knowledge for and of themselves (Barr & Tagg, 1995; Bevis, 1989c)" (as cited in Billings & Halstead, 2009, p. 200). Humanism. The works of Rogers and Maslow provided the base of humanistic theory. Rogers felt that the individual is the center of experience with innate motivation to actualization (Saylor, 2011). Maslow believed that a hierarchy of needs is the motivation towards (Saylor, 2011). As a whole, the humanistic approach supports that people are inherently good, individuals are unique, and people have an unlimited potential for growth (Saylor, 2011). According to Saylor (2011), the teacher is a sensitive, caring, empathetic facilitator of learning. Additionally, the instructor should also display genuineness and respect in modeling desired behaviors (Billings & Halstead, 2009, p. 211). The relevancy of meaningful learning, as perceived by the student, is important because the learner may feel that the material