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Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
Puzzle elementary school
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Puzzle elementary school

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  • 1. Puzzle Elementary School Method
  • 2. Our method is based on the Constructivist Theory• Constructivism is a theory of knowledge (epistemology) that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns.• Piaget called these systems of knowledge schemata.• movements.
  • 3. • Constructivism is not a specific pedagogy, although it is often confused with constructionism, an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Jean Piaget. Piagets theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform
  • 4. Constructivist learning interventionThe nature of the learner• The learner as a unique individual• Social constructivism views each learner as a unique individual with unique needs and backgrounds. The learner is also seen as complex and multidimensional.• Social constructivism not only acknowledges the uniqueness and complexity of the learner, but actually encourages, utilizes and rewards it as an integral part of the learning process (Wertsch 1997).
  • 5. • The motivation for learning• Another crucial assumption regarding the nature of the learner concerns the level and source of motivation for learning.• According to Von Glasersfeld (1989) sustaining motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning.
  • 6. • These feelings of competence and belief in potential to solve new problems, are derived from first-hand experience of mastery of problems in the past and are much more powerful than any external acknowledgment and motivation (Prawat and Floden 1994).
  • 7. • This links up with Vygotsky’s "zone of proximal development (Vygotsky 1978) where learners are challenged within close proximity to, yet slightly above, their current level of development.• By experiencing the successful completion of challenging tasks, learners gain confidence and motivation to embark on more complex challenges.
  • 8. Our Method• We believe that our students learns better when the teacher creates an environment in which learners are immerse in the subject context.
  • 9. • Language in an environment input comes from realia, and natural materials, socialization.
  • 10. The role of the instructorInstructors as facilitators• According to the social constructivist approach, instructors have to adapt to the role of facilitators and not teachers (Bauersfeld, 1995).• Whereas a teacher gives a didactic lecture that covers the subject matter, a facilitator helps the learner to get to his or her own understanding of the content.
  • 11. Teachers Role• Guide• Mentor• Facilitator• Interacts with the students• Knows the students necessities
  • 12. Learners Role• Autonomous• Independent• Social• Responsible• Auto Evaluation• Critical• Creative• Team Worker
  • 13. Aspects Book 1 Book 2 Grade Title______ Title______ (Percentage)PresentationLecture/ReadingPotentialDifficulty DegreeIntegrityLesson PlanCultural Aspects
  • 14. Bibliography• http://en.wikipedia.org/wiki/Constructivism _(learning_theory)• http://www.thirteen.org/edonline/concept2c lass/constructivism/index.html• http://www.teachnology.com/currenttrends/ constructivism/• http://www.learningandteaching.info/learni ng/constructivism.htm

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