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Lit Tech Sextet-Constructivism


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Lit Tech Sextet-Constructivism

  1. 1. A Philosophy of Teaching and Learning     The Lit Tech Sextet
  2. 2. T he History of Constructivism <ul><ul><li>Theorists such as Jean Piaget and John Dewey developed a theory called Progressive Education that led to Constructivism.   </li></ul></ul><ul><ul><li>Roots in philosophy, psychology, sociology and education.  </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Important leaders in the field of education such as, Eleanor Duckworth and Howard Gardner  have studied Constructivism in great depth. </li></ul></ul>Piaget Duckworth
  3. 3. What Is Constructivism? <ul><ul><li>The idea that humans learn new information based off of their prior knowledge. </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Belief that prior knowledge will influence new learning experiences. </li></ul></ul><ul><li>  </li></ul><ul><ul><li>  Learning is an active process. </li></ul></ul><ul><li>  </li></ul><ul><ul><li>  One's understanding changes after new experiences </li></ul></ul>Double Click Video to View
  4. 4. Implications for Teachers <ul><ul><li>Teachers act as guides who challenge their students to build upon their current understandings. </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Create lesson plans that are meaningful and important to students.  </li></ul></ul><ul><li>  </li></ul><ul><ul><li>  Encourage group work to compare understandings between peers.  </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Provide sufficient amount of time for   </li></ul></ul><ul><li>      students to build and reflect upon </li></ul><ul><li>       learning experiences. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>Students working  in groups
  5. 5. Implications for Students <ul><ul><li>Student takes responsibility for his/her own learning. </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Student learn new ways to learn. </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Students will have ample chances to work with peers.  </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Student will often use technology to learn. </li></ul></ul><ul><li>  </li></ul><ul><li>   </li></ul><ul><li>                         Students show their </li></ul><ul><li>                         personal HP tablets </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  6. 6. The Five E's of Constructivism <ul><li>Engage  </li></ul><ul><li>This is the first stage in the processes.  It is intended to grab the learners attention. </li></ul><ul><li>  Here students make connections between past and present learning and apply the ground work to stimulate involvement and anticipation.  Ways to engage students can be by asking a question, defining a problem or showing a surprising event. </li></ul><ul><li>Explore This is the exploration stage.  Students have the opportunity to work in small groups and begin to involve themselves in various activities and experiment.  As students work together they assist in this process and communicate findings.  The teacher acts as a facilitator during this time. </li></ul>
  7. 7. The Five E's of Constructivism <ul><li>Explain The third stage, Explain, is the point at which the learner begins to put the abstract experience through which she/he has gone /into a communicable form. </li></ul><ul><li>Extend In stage four, Elaborate, the students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them.  These connections often lead to further inquiry and new understandings. </li></ul>
  8. 8. The Five E's of Constructivism <ul><li>Evaluate </li></ul><ul><li>The fifth &quot;E&quot;, is an on-going diagnostic process that allows the teacher to determine if the learner has attained understanding of concepts and knowledge.  This can be on-going throughout the task. It may consist of: </li></ul><ul><ul><li>rubrics </li></ul></ul><ul><ul><li>checklists </li></ul></ul><ul><ul><li>teacher observation </li></ul></ul><ul><ul><li>student interviews </li></ul></ul><ul><ul><li>portfolios (designed with a specific focus) </li></ul></ul><ul><ul><li>projects </li></ul></ul><ul><ul><li>problem-based learning products </li></ul></ul>
  9. 9. Pros and Cons of Constructivism
  10. 10. 5E Science Lesson Plan <ul><li>Group Name: The Lit Tech Sextet </li></ul><ul><li>Subject: Science </li></ul><ul><li>Time Allotted: 45 minutes </li></ul><ul><li>Topic: Changing States of Matter </li></ul><ul><li>  </li></ul><ul><li>  I. Science Outcomes </li></ul><ul><li>Student will recognize that heat is responsible for changes in the state of matter. </li></ul><ul><li>Students will understand that matter is classified into three states.  </li></ul><ul><li>  </li></ul><ul><li>Standards </li></ul><ul><li>New York State Standards </li></ul><ul><li>MST Standard 4-Physical Setting </li></ul><ul><li>3. Matter is made up of particles whose properties determine the observable characteristics of   </li></ul><ul><li>    matter and its reactivity. </li></ul><ul><li> • describe chemical and physical changes, including </li></ul><ul><li>  changes in states of matter. </li></ul><ul><li>  </li></ul>I ce
  11. 11. 5 E Lesson Plan <ul><li>National Standards </li></ul><ul><li>NS.5-8.1 SCIENCE AS INQUIRY </li></ul><ul><li>As a result of activities in grades 5-8, all students should develop-- </li></ul><ul><ul><li>Abilities necessary to do scientific inquiry </li></ul></ul><ul><li>NS.5-8.2 PHYSICAL SCIENCE </li></ul><ul><li>As a result of their activities in grades 5-8, all students should develop an understanding </li></ul><ul><ul><li>Properties and changes of properties in matter </li></ul></ul><ul><li>II. Objectives </li></ul><ul><li>Given an ice cube and the directions, “Use the Scientific Method and what you have learned about the changes in matter to determine the fastest way to melt an ice cube” the student will correctly complete at least 4 out of 5 steps of the scientific process independently. </li></ul><ul><li>III. Materials </li></ul><ul><ul><li>Computer </li></ul></ul><ul><ul><li>Video Projector </li></ul></ul><ul><ul><li>1 ice cube per group </li></ul></ul><ul><ul><li>1 plastic Ziploc bag per group </li></ul></ul><ul><ul><li>Ice Cube Meltdown Worksheet (attached) </li></ul></ul><ul><ul><li>Ice Cube Meltdown Group Feedback Form (attached) </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  12. 12. 5E Lesson Plan <ul><li>IV. Presentation </li></ul><ul><li>A. ENGAGE </li></ul><ul><li>1. Have the students stand behind their desks in a circle around the classroom. </li></ul><ul><li>2.  Explain that the students are going to pretend that they are the particles that make up solids, liquids, and gases. </li></ul><ul><li>3. Ask the students to stand close to one another and link their arms together and explain that they have all created a “solid” because they are tight together and it’s hard for them to move. </li></ul><ul><li>4. Have the students unlock arms and hold hands in a circle, while wiggling their arms around. I will explain that they now represent a liquid which makes it easier for them to move around. </li></ul><ul><li>5. Finally, have the students stand an arm's length away from the person next to them and try to wiggle around. The students should then observe that they represent a gas because it is easier for them to move around more freely. </li></ul>
  13. 13. 5E Lesson Plan <ul><li>B. EXPLORE </li></ul><ul><li>1. We will start off today by watching a brief video called Solids, Liquids, Gases.  </li></ul><ul><li>2.  Ask the students if they can remember the main points of the video: Matter has three states (solid, liquid, and gas), adding heat or taking it away can change matter from one state to another, and when matter changes its state; it’s really the movement of molecules speeding up or slowing down. </li></ul><ul><li>3. How do you think the three states of matter depend on one another? </li></ul><ul><li>4. Give each group a “team color” in order to separate students into groups. </li></ul><ul><li>5. You will work with your groups and use the Scientific Method to determine the fastest way to melt an ice cube. Review the following before the activity begins: </li></ul><ul><li>          The steps of the scientific process (Emphasize that students must write down the question, “What is the fastest way to melt an ice cube” and make a hypothesis before melting their ice cubes.  </li></ul>
  14. 14. 5E Lesson Plan <ul><li>           Acceptable methods they may use in order to melt the ice cube (i.e.   Breath on it, rub it together in their hands, sit it on their desk, or place it by the window). </li></ul><ul><li>          Ice cubes must remain in the Ziploc bag at all times.  </li></ul><ul><li>          Each group must choose a timer who will keep track of how long it took for their group to melt their ice cube. </li></ul><ul><li>          They will be given a total of 15 minutes to try and melt their ice cube and complete the Ice Cube Meltdown Worksheet </li></ul><ul><li>6. Pass out the Ice Cube Meltdown Worksheet and tell them that their 15 minutes has begun. </li></ul><ul><li>7. As students go through the steps of the Scientific Method, walk around the room and observe each group’s progress. </li></ul><ul><li>8. Make sure that each group is following the directions correctly, and not using the materials in an inappropriate manner. </li></ul><ul><li>9.  Check for understanding by observing whether or not each group member seems to be participating equally in the activity, and looking at the responses students have written on their worksheets. If any group has a question at any time during the activity, I will be there to offer guidance to them. </li></ul>
  15. 15. 5E Lesson Plan <ul><li>C. EXPLAIN </li></ul><ul><li>1. After the students have been allowed 15 minutes to complete the ice cube meltdown. </li></ul><ul><li>2. What are some of the different methods they came up with for melting their ice cubes? </li></ul><ul><li>3.  Write down the names of the group by “team color” on the board and write down each groups melting method next to their team color. </li></ul><ul><li>4. How long did  it took for each of their groups to melt their ice cube? </li></ul><ul><li>5. Write each team’s time on the board. </li></ul><ul><li>6. Why do you think the group that had the fastest time won the meltdown. </li></ul><ul><li>  D. ELABORATE </li></ul><ul><li>1. Have students explain their conclusions that they developed about melting an ice cube. </li></ul><ul><li>2. What do you think would have happened if we applied other forms of heat such as fire? </li></ul><ul><li>E. EVALUATE </li></ul><ul><li>1. Have students complete the Group Work Feedback Form (attached) to comment on the activity, their participation, and the participation of their group members. </li></ul><ul><li>2. Use observations made during the lesson to get an idea of which students understand the material, and which students may need further help. </li></ul>
  16. 16. References <ul><li> Concept to Classroom </li></ul><ul><li>  </li></ul><ul><li>Constructivism and the 5 E's  </li></ul><ul><li> Google Images </li></ul><ul><li>Model 5 E Lesson Plans </li></ul><ul><li>The Practice Implications of Constructivism   </li></ul><ul><li>  </li></ul><ul><li>The Ph Factor  </li></ul>