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  1. 1. THE CONSTRUCTIVIST CLASSROOM <ul><li>The constructivist classroom might look radically different than the traditional classroom of rows of desks facing the chalkboard in the front of the room surrounded by pre-printed posters on the walls.  Instead the room might be arranged so that students can better interact with each other.  The classroom might be filled with student created art and writing samples.  There might be plants and aquariums for ongoing science investigations.  The constructivist classroom would be a student centered classroom! </li></ul>
  2. 2. You can use technology to support this transformation in two ways. <ul><li>Access to extensive libraries of teaching examples and suggestions to tune your instruction to students </li></ul><ul><li>Needs </li></ul><ul><li>Experiences </li></ul><ul><li>Unique situation. </li></ul><ul><li>ProQuest K-12 </li></ul><ul><li>Edgate site </li></ul><ul><li>These site can be used to search activities that are consistent with students’ learning needs. </li></ul>
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  5. 5. You can use technology to support this transformation in two ways. <ul><li>2. You can teach students to organize their knowledge using computer-bases tools and software simulations that model forming and expressing alternate conceptions of concepts and strategies. </li></ul><ul><li>CSILE C omputer- S upported I ntentional L earning E nvironments </li></ul><ul><li>Offers projects and applications examples in which technology is integrated into curricula so students’ thinking is revealed. </li></ul><ul><li>( See your handout for a few of these sites) </li></ul>
  6. 6. CSILE <ul><li>Helps students focus on thinking as well as look for information. </li></ul><ul><li>Students develop understandings </li></ul><ul><li>They use their prior knowledge </li></ul><ul><li>Explain their ideas to other students. </li></ul>
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  11. 11. 2. Interesting … <ul><li>Lack of interest is often the number one reason that students give for not learning to mastery. </li></ul><ul><li>Technology can help promote or spark an interest and allow the students to actively explore. </li></ul><ul><li>Creates classroom that encourage manipulating and discussing new ideas, engage students in their interests. </li></ul><ul><li>Technology enables students to propose an effect and then to test that proposal with a virtual manipulative. </li></ul><ul><li>These manipulative are concrete and allow students to interact while learning new topics. </li></ul>
  12. 12. They provide powerful instructional aids <ul><li>Because: </li></ul><ul><li>They are active </li></ul><ul><li>Hands on exploration of abstract concepts </li></ul><ul><li>Research supports </li></ul><ul><li>Computer-based manipulative </li></ul><ul><li>Wide range of technology opportunities to self select learning. </li></ul><ul><li>Day in Life Series </li></ul><ul><li>( Link from article not working but found another link to site) </li></ul><ul><li>ExploreLearning </li></ul><ul><li>Global Grocery List (Time) </li></ul><ul><li>Math Magic (Time) </li></ul>
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  17. 17. 3. Real Life … <ul><li>Students are presented with computer base scenarios that involve complex information and sophisticated decisions. </li></ul><ul><li>You provide focused questions and directing students to consider how these principles affect their community generated questions. </li></ul><ul><li>Students learn by inquiry </li></ul><ul><li>School For Thought </li></ul><ul><li>(SFT) </li></ul><ul><li>This link did not work. The site shut down on August 2003 </li></ul><ul><li> </li></ul><ul><li>Call 1 866-4551207 </li></ul>
  18. 18. 4. Social… <ul><li>Constructive meaning comes from interacting with other to </li></ul><ul><li>Explain </li></ul><ul><li>Defend </li></ul><ul><li>Discuss </li></ul><ul><li>Assess our ideas </li></ul><ul><li>Challenge </li></ul><ul><li>Question comprehend the ideas of others. </li></ul><ul><li>CoVis </li></ul><ul><li>Global Lab (this site not working) </li></ul><ul><li>Your job is to help students develop standards to judge evidence, reflect on and discuss issues based on social considerations of the ideas they are studying. </li></ul>
  19. 19. <ul><li>This site gives information about global lab. </li></ul>
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  21. 21. 5. Active… <ul><li>The visible learning actions students use to gather and consider information include </li></ul><ul><li>Writing </li></ul><ul><li>Discussing </li></ul><ul><li>Searching </li></ul><ul><li>WebPals </li></ul>
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  23. 23. 6. Time … <ul><li>Time and carefully planned experiences are necessary for broad and deep understanding. </li></ul><ul><li>Understanding is the result of well organized and widely linked concepts. </li></ul><ul><li>Understanding consists of knowing the important questions and cognitive strategies that characterize the disciplines they are studying. </li></ul><ul><li>You can employ time to learn new ideas as well as to rethink and revise existing ideas. </li></ul>
  24. 24. Technology can help students use time more efficiently. <ul><li>Use metacognitive questions to review </li></ul><ul><li>Why are you learning this? </li></ul><ul><li>What do you already know that relates to this information. </li></ul><ul><li>How interested are you in learning this? </li></ul><ul><li>How difficult will it be for you to learn? </li></ul><ul><li>How should you correct errors? </li></ul><ul><li>Are there other ways you can study that may be better? </li></ul><ul><li>These questions encourage students to use their time well. </li></ul>
  25. 25. Understanding grows from studying difficult concepts several times and in different ways <ul><li>Supported scaffolding shows you understand their needs. </li></ul><ul><li>Technology can present the same material in different ways. </li></ul><ul><li>Global Grocery List (Interesting) </li></ul><ul><li>Get A Clue ( Tutoring) </li></ul><ul><li>Homework Spot (Tutoring) </li></ul><ul><li>Math Magic (Interesting) </li></ul>
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  28. 28. 7. Feedback … <ul><li>Feedback is essential to the process of acquiring and reflecting on the relation between existing knowledge and new information. </li></ul><ul><li>Learning becomes a journey that is constantly adjusted. </li></ul><ul><li>Feedback lets student know what they have and have not learned. </li></ul><ul><li>Logal Stimulations in Science and Math </li></ul><ul><li>(site not working) </li></ul><ul><li>Decisions,Decisions in Social Studies </li></ul><ul><li>(site not working) </li></ul>
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  31. 31. 8. Supportive … <ul><li>Instructional support provides the right assistance at the right time for learners. </li></ul><ul><li>You can support or scaffold learning by reducing the complexity of task and limiting the steps needed to solve a problem. </li></ul><ul><li>Determine when students are ready for a nudge and as students learn concepts scaffolds are removed. </li></ul><ul><li>Electronic Emissary Project </li></ul><ul><li>Smarthinking </li></ul>
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  34. 34. Conclusion: <ul><li>Classrooms that have use all eight teaching characteristics have consistently been shown to be more effective with all learners. </li></ul><ul><li>The goal of constructivism is teaching students so they know how and what to learn. </li></ul><ul><li>It is the path to fuller and more relevant understanding. </li></ul>