It has been used in special education settings for some time. It is effective for students who have special needs like sensory processing disorder or those on the Autistic spectrum. Some of these students have brilliant minds, but simply can’t be reached through traditional methods.

Several teaching and learning activities foster constructivist notions that lead to the development of comprehension abilities. These activities are based on the premise that comprehension is a gradual, emerging process in which readers grow in comprehension abilities by processing texts in a generative manner, building on their own experiences, knowledges, and values. Eight categories of activities have proven to be successful in helping students develop their comprehension abilities include:
Preparing for reading activities,
Developing vocabulary activities,
Understanding and using text structure knowledge activities,
Questioning activities,
Information processing activities,
Summarizing activities,
Notetaking activities, and
Voluntary/recreational reading activities.

It discard standardized curriculum in favor or a more personalized course of study based on what the student already knows. This could lead some students to fall behind of others. It also removes grading in the traditional way and instead places more value on students evaluating their own progress, which may lead to students falling behind but without standardized grading and evaluations teachers may not know that the student is struggling. Since there is no evaluation in the traditional sense, the student may not be creating knowledge as the theory asserts, but just be copying what other students are doing.

It can actually lead students to be confused and frustrated because they may not have the ability to form relationships and abstracts between the knowledge they already have and the knowledge they are learning for themselves.


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