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Constructivism

Constructivism. Chapter 4. What is Contructivism ?. process by which children think and reason h ow children acquire and organize information in their minds h ow children use available evidence extracted from life experiences. Based on work of Piaget and Vgotsky.

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Constructivism

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  1. Constructivism Chapter 4

  2. What is Contructivism? • process by which children think and reason • how children acquire and organize information in their minds • how children use available evidence extracted from life experiences Based on work of Piaget and Vgotsky

  3. Constructivist Teaching and Learning • Students are viewed as active learners who construct their own understanding of the world. • Constructivist pedagogy is thecreation of a classroom environment that ois grounded in the constructivist learning theory. • It is a theory of learning, not teaching

  4. Constructivist Classroom • A variety of teaching strategies • direct instruction • group work • inquiry-based learning • computer based programs • etc…….. There is no one best teaching approach

  5. Assisted Instruction • Identify student needs • Establish learning goals • Employ systematic teaching methods What does it look like.. • Hands-on, minds-on thinking, activities with specific interactions between teacher and students, students and students. • Exploration of a variety of learning materials, questioning, analyzing…construct new concepts and skills

  6. Bybee’s 5E Approach • Engagement • Exploration • Explanation • Elaboration • Evaluation

  7. Engagement • Three Steps • Access prior knowledge • Connecting what already know to new content • Develop curiosity and interest • Inspire them to want to figure out something by creating an intriguing situation • Establish a clear purpose for learning • “No mystery meat”—they know why they are learning this (Pattern of instruction..p.144)

  8. Exploration • Guide and lead the students as they investigate a variety of materials related to the goals • Bruner’s 3 Models of Knowing • Enactive (Direct Experience) • Iconic (Representations of Reality) • Symbolic (Symbols/Abstract) • (Jerome Bruner—1966)

  9. Balance among the activities. -Younger students require more direct experiences. -Older students are increasingly able to gain information from abstract sources. • Teachers must offer clear explanations to help students obtain a firmer grasp of key ideas. -Introduce new terms and content judiciously. -Concisely explain new terms and demonstrate new tasks as you explicitly teach and clarify the content.

  10. Explanation • Materials are put into action • Discussion takes place • Questions about the material are presented with guiding questions for student/teacher and student/student discussions • Whole group or small group • Focused/closed-ended questions • Student generated questions • Use of graphic organizers to organize thoughts, see relationships, connect events, etc..

  11. Elaboration • Extend, elaborate the concepts learned • Interdisciplinary Activities • create something, or do something to demonstrate their learning. For example: Create a diorama Dramatize a part; write a play Puppetry Murals Write articles about the event Design “baseball cards”

  12. Evaluation • Ongoing Process • Formative Assessment • continuously collect evidence and provide feedback to students • enables teacher to discover those who may be having a problem, or difficulty understanding concepts

  13. Graphic Organizers • Conceptual • Concept maps • Sequential • One right after another • Cyclical • Cycle • Hierarchical • Main topic..sub-categories

  14. Conceptual

  15. Sequential

  16. Cyclical

  17. Hierarchical Branches of the U.S. Government Executive Judicial Legislative President Vice-President Senate Supreme Court House of Representatives

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