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Constructivist models involve knowledge and learning experiencing being constructed by the student(Roblyer & Doering, 2014). This is in contrast to objectivist and directed instructional models which focus on the teacher relaying knowledge and skills onto the student (Roblyer & Doering, 2014). Constructivist models support student-centred style of learning where students work independently and the teacher is the facilitator of learning (Roblyer & Doering, 2014). Constructivism also often promotes collaboration between peers (Roblyer & Doering, 2014). This model also encourages the use of non-traditional assessments, such as presenting information through different multimedia tools or self-assessments (Roblyer & Doering, 2014). Criticisms of the approach include the difficulty of discerning students’ skill levels due to assessments being non-traditional, and that some topics are not easily taught using constructivist approaches (Roblyer & Doering, 2014). Despite this the model helps students to develop a sense of autonomy and provides them with opportunities to explore their own interests. The use of ICT allows students to demonstrate their knowledge through multimedia tools rather than traditional tests and essays (Roblyer & Doering, 2014).
REFERENCE
Roblyer, M., & Doering, H. (2014). Integrating Educational Technology into Teaching. In Pearson New International Edition. Retrieved from http://we b.b.ebscohost.com.ezproxy. csu.edu .au/ehost/ebookviewer/ebook /bmxlYmtfXzE0MTgyNzlfX0FO0?sid=55449f39-9d6b-49f5-9f80-7d4b78a57903@sessionmgr103&vid=0&format=EB&rid=1
Melinda's Blog 
Mel, thank you for sharing your knowledge on the constructivist model. I like how you critically analysed the model, by comparing it to the direct approach, as well as including the criticisms of the model. I believe the constructivist approach should be used in conjunction with the direct instructional model to best facilitate learning in the class room (Roblyer & Doering, 2013). Although the direct instructional model is very teacher centred, as you stated, it promotes skill fluency and automaticity (Roblyer & Doering, 2013). Another major criticism of the constructivist model is that, some students do not always learn the skills as expected (Roblyer & Doering, 2013).
I also believe it is an effective model to help students develop their independence and autonomy.
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