3.4

O’Donnell made an interesting distinction in her writing between constructivism and direct instruction.  We know from the research that direct instruction is highly supported to produce quality outcomes for student; however, it seems to fall counter to a constructivist model of inquiry, self-direction, and discovery.  The classroom that Bart went to at the gifted school was more of a constructivist approach.  I believe that O’Donnell would approve of this type of classroom.  The teacher used cooperative learning strategies and encouraged students to work together in “learning communities.”  She also had the students engaging in authentic tasks and solving real world problems.  I often think of how environments like this or similarly Montessori type schools are effective for certain types of students; however, others tend to require more structure and direct instruction from a teacher more akin to a Vygotsky approach.  There is not a one-size-fits-all for learning and instruction.