As a facilitator and role model, I acknowledge and accept my limitations. I have also adopted Psychocognitive theories of learning into my teaching. The central tenet of these theories is usually described as constructivist, requiring that the student must construct knowledge. Learning is a process of self-regulation and adaptation that must take place within the student. As a teacher, my role is to serve as a facilitator and authentic information source.
Students often hold prior misconceptions concerning the details in content or workings of a process.
One means I have used to ascertain misconceptions are administration of a pretest, at the beginning of the semester. In addition to measuring knowledge, the pretest can identify students who need to further develop test-taking strategies. I can identify the extent of misconceptions by having students raise hands to a question in lecture. I have also employed partnership or small group discussion between students to address a misconception, initiating steps in the reorganization of knowledge. The student must constantly reorganize, and new knowledge has to be incorporated into student's pre-existing structures, schema.