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Constructivist Theories Group2

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Presentation for Nature of Schools class

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Transcript

  • 1. Teachers as Agents of Change: Constructivism, Differentiated Instruction and Multiple Intelligence Group II: Dareshanie Graham Stacie Gida Ian Morris
  • 2. Constructivism -a philosophy of learning that stresses that individuals understand the world by reflecting on their experiences -each individual has their own framework for making sense of the world
  • 3. Constructivist Learning Environment Learners actively involved Democratic Student-centered/ Interactive Student Responsibility/ Autonomy
  • 4. Purpose of Learning
    • Students construct their own meaning, not just memorizing facts
    • Learning is measured by making assessment part of the learning process
    • Student-Lead Learning
  • 5. How is Constructivism applied in the classroom?
            • Activities
            • Impact on Teaching “Teacher as model/coach ”
  • 6.
    • No two children are alike
    • No two children learn in an identical way
    • An enriched environment for one student may not be enriching for another
    • In the classroom we should teach children to think for themselves
  • 7. Differentiated Instruction cont’d
    • There are generally several students in any classroom who are working below or above grade level
    • This means providing 3 or 4 different options for students in any given class to value students strengths and weaknesses
  • 8. Four Ways to Differentiate
    • 1. Differentiate the Content/ Topic
    • * content can be described as the knowledge, skills, and attitudes we want children to learn.
    • * Differentiation in content requires that students are pre-tested so the teacher can identify the students' strengths.
    • * Another way to differentiate content is simply to permit students to accelerate their rate of progress.
    • 2. Differentiate the process/ activities
    • * Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore concepts.
    • * Give students alternate paths to manipulate the ideas embedded within the concept.
    • * Graphic organizers, maps, diagrams, or charts displaying their comprehension of concepts .
  • 9. Four Ways to Differentiate cont’d
    • 3. Differentiating the Product
    • * Differentiating the product means varying the complexity of the product that students create to demonstrate mastery of concepts.
    • * Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires more advanced thinking. * Sometimes its motivating to offer choice of product.
    • 4. Differentiating Environment/ Learning style .
    • * Environment--lighting/ posters (or visual distracters)/ technology/ seating/ multiple intelligence.
    • Learning styles should all be utilized to be effective.
  • 10. Multiple Intelligences
    • Howard Gardner
    • *Background of theory*
  • 11. 9 Multiple Intelligences
    • * Multiple Intelligence offers teachers assistance by fostering deep metacognitive understanding*
    • Verbal-Linguistic Intelligence
    • Logical/Mathematical Intelligence
    • Musical Intelligence
    • Visual-Spatial Intelligence
    • Bodily-Kinesthetic Intelligence
    • Interpersonal Intelligence
    • Intrapersonal Intelligence
    • Naturalist Intelligence
    • Existential Intelligence
    • Visit this fun/interactive activity to explore your own multiple intelligences :
    • http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html
  • 12.  
  • 13. Linking Constructivism, Differentiated Instruction and Multiple Intelligence Theory
    • Multiple Intelligence aids teachers in easily creating more personalized and diversified instructional experiences ( Differentiated Instruction)
    • Constructivism says that students have their own framework for understanding the world and multiple intelligences sheds light on different ways can understand and interpret that world.
  • 14. Resources
    • Gardner, H. (1983) Frames of mind: the theory of multiple intelligences. New York: Basic Books.
    • http://www.chariho.k12.ri.us/curriculum/MISmart/MImapDef.HTM Accessed: June 8,2008
    • http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html Accessed June 9 , 2008.