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7.  Teachers serve primarily as guides and facilitators of learning, not instructors.  The role of the teacher in the learning process has often been a major factor in the apparent division between cognitive constructivism and social/radical constructivism.  Teachers, in the cognitive constructivist perspective, are usually portrayed as instructors who "transmit knowledge."  The teacher instructs, while the learner learns.  In actuality, in the cognitive constructivist perspective, the role of the teacher is to create experiences in which the students will participate that will lead to appropriate processing and knowledge acquisition.  Consequently, cognitive constructivism supports the teacher as a guide or facilitator to the extent that the teacher is guiding or facilitating relevant processing.  Contrarily, since social and radical constructivism eschew any direct knowledge of reality, there is no factual knowledge to transmit and the only role for the teacher is to guide students to an awareness of their experiences and socially agreed-upon meanings.  This teacher as guide metaphor indicates that the teacher is to motivate, provide examples, discuss, facilitate, support, and challenge, but not to attempt to act as a knowledge conduit.

constructivism is a theory of knowledge acquisition, not a theory of pedagogy;

The outcome, as it's usually represented, is that the children who were able to wait for an extra treat scored better on measures of cognitive and social skills many years later and had higher SAT scores. Thus, if we teach kids to put off the payoff as long as possible, they'll be more successful.But that simplistic conclusion misrepresents, in several ways, what the research actually found.

The outcome, as it's usually represented, is that the children who were able to wait for an extra treat scored better on measures of cognitive and social skills many years later and had higher SAT scores. Thus, if we teach kids to put off the payoff as long as possible, they'll be more successful.But that simplistic conclusion misrepresents, in several ways, what the research actually found.

It's not that willpower makes certain kids successful; it's that the same loose cluster of mental proficiencies that helped them with distraction when they were young also helped them score well on a test of reasoning when they were older.

every medium develops some cognitive skills at the expense of others.”

We’ve always skimmed newspapers more than we’ve read them, and we routinely run our eyes over books and magazines to get the gist of a piece of writing and decide whether it warrants more thorough reading