Instructional Design...is Tradition the Best Design?

Instructional design allows the teacher to lay out the specific plan for instruction down to the details and materials that will be needed.  There are many methods and outlines that could be followed.  The constructivist view on instructional design is different from traditional methods in the fact that it allows for new assumptions about learning and instructional basics.  Tradition isn't always bad, but new ways and idea development can modify tradition to make it better.

I don't want to this to seem like I think constructivism is the best alternative, because it does have some downfalls.   It does give room for control issues and the requirement of prior knowledge, but it is a good place to start and draw some very important ideas from.

Constructivism gives the learner the idea that knowledge is actively being constructed, just like its name suggests.  Knowledge is a foundation upon which other knowledge is built.  This new knowledge them comes from experimentation and analysis.  The core idea is that teaching and learning don't necessarily have to go together.  Now, as a teacher, this idea is disturbing, but it is an important reality to face.  Constructivism is about forcing the individual to find the meaning without having the meaning or answers forced upon them.  The student therefore must find the answers for themselves by testing reality and getting hands-on with their learning. 

To complete a constructivist design, the teacher must use three phases:  analysis, development, and evaluation.  Where traditional instructional design starts with a learning goal and specific content, a constructivist classroom does not have these restraints and allows for knowledge, skill, and discovery to exist naturally.  The goals then can come after the fact and can evolve through the learning process.  This analysis phase may also include taking prior learned materials and have students either build upon this knowledge and break down any misunderstandings.  Development of the information comes through active, authentic, and collaborative learning.  This means giving students the opportunity to experience learning on their own, learn to problem solve, make their own choices, be placed in real-life situations, see different perspectives, and learn to work with others.  Finally this instructional design model requires reflection.  This means examining the learning being done, looking back on outcomes, critically assessing the learning, and making any adjustments.

I really see this constructivist approach as an interesting way to give students more control over their learning and to make it more real-life.  However, it must be properly implemented and the environment must be controlled for safety.  I do no think this is for every teacher or every student, but I do think their are important aspects that can be implemented into any classroom.