individuality and peer collaboration, the theories of constructivism are being allowed. In the article, Cognitive and Social Constructivism: Developing Tools for an Effective Powell and Kalina (2009) describe how cognitive constructivism comes Classroom, directly from the work of Piaget. Jean Piaget proposed that humans can not simply be given information and immediately understand it. He believed instead that humans must construct their own knowledge through the process of assimilation and accommodation. The authors continue to expound, that with Piaget’s beliefs, combined the work of one of the founders of social constructivism, Lev Vygotsky, fosters effective and engaging classrooms. Social constructivism embeds social interaction as an integral part of learning. These social interactions, combined with a personal critical thinking process, build effective constructivist classrooms (Powell & Kalina, 2009). Powell and Kalina (2009) explain and students must communicate to convey that, “Teachers information and for learning to take place. Constructivism should not only happen sometimes in the classroom, or happen in one or two of the classes, but in all of student’s the classes and in every teaching activity so that true learning can student’s occur” , ( p.247). Differentiating homework assignments fosters this type of experience and will optimistically promote engagement and student achievement. In comparing this research to the LaGrange College Education Department’s (2008) it encompasses parts of all three Tenets. The first Conceptual Framework, subsection of Tenet 1 is of The section describes how titled “Knowledge Content.” teachers need to be resourceful to make the subject matter meaningful to students. Also related is the third subsection of Tenet 1, of in this “Knowledge Learners.” Addressed section is the need of the teacher to understand intelligences, learning styles and
individuality and peer collaboration, the theories of constructivism are being allowed. In the article, Cognitive and Social Constructivism: Developing Tools for an Effective Classroom, Powell and Kalina (2009) describe how cognitive constructivism comes directly from the work of Piaget. Jean Piaget proposed that humans can not simply be given information and immediately understand it. He believed instead that humans must construct their own knowledge through the process of assimilation and accommodation. The authors continue to expound, that Piaget’s beliefs, combined with the work of one of the founders of social constructivism, Lev Vygotsky, fosters effective and engaging classrooms. Social constructivism embeds social interaction as an integral part of learning. These social interactions, combined with a personal critical thinking process, build effective constructivist classrooms (Powell & Kalina, 2009). Powell and Kalina (2009) explain that, “Teachers and students must communicate to convey information and for learning to take place. Constructivism should not only happen sometimes in the classroom, or happen in one or two of the student’s classes, but in all of the student’s classes and in every teaching activity so that true learning can occur” , ( p.247). Differentiating homework assignments fosters this type of experience and will optimistically promote engagement and student achievement. In comparing this research to the LaGrange College Education Department’s (2008) Conceptual Framework, it encompasses parts of all three Tenets. The first subsection of Tenet 1 is titled “Knowledge of Content.” The section describes how teachers need to be resourceful to make the subject matter meaningful to students. Also related is the third subsection of Tenet 1, “Knowledge of Learners.” Addressed in this section is the need of the teacher to understand intelligences, learning styles and