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Constructivism and Curriculum design by Richard C Close
This document discusses constructivism and digital storytelling methods. It provides background on constructivist learning theories including Dewey's view that learning is student-centered and experience-based. It also discusses the neuroscience view that attention, generation, emotion and spacing are key to embedding new ideas. Project-based learning is described as integrating knowledge and skills to solve authentic problems. The document then presents examples of applying constructivist methods including a K-5 art lesson, an UNESCO digital storytelling case, and a college sociology human rights lesson. Resources and frameworks for constructivist instructional design are also referenced.
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Constructivism and Curriculum design by Richard C Close
- 1. Theory, methods andsamples. Constructivism & Digital Storytelling The methods of the Chrysalis Campaign, Inc. www.richardclose.com
- 2. Constructivism in InstructionalDesign Dewey View "The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these.......I believe, therefore, in the so-called expressive or constructive activities as the centre of correlation." John Dewey, Education and Experience, 1938/1997. New York. Touchstone.
- 3. Constructivism in InstructionalDesign Neuroscience View Rock (2014) suggests the research points to four must-haves to embed new ideas: 1. Attention has to be very high; multitasking dramatically reduces recall. The chemical processes to encode memories only activate when we’re very focused, 2. People need to Generate their own mental maps around new ideas. They can’t just watch or listen; effort is central, 3. Emotions need to be high; learners only remember things they feel strongly about, 4. People grow their memories, so Spacing out learning is critical’. These four elements, attention, generation, emotion and spacing, form the Neuroscience Institute AGES model. Rock (2014), believes that high AGES are necessary for people to recall ideas, but when AGES domains are low, idea recall will be poor. Rock (2014), further advocates that designing learning programs must begin with a focus on the brain, take each of the AGES points into account, and then getting creative on how to execute the learning intervention. UNESCO “I am Africa. This is my story… project
- 4. Constructivism in InstructionalDesign PBL View Thomas Markham (2011) describes project-based learning (PBL) thus: "PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter. PBL students take advantage of digital tools to produce high quality, collaborative products. PBL refocuses education on the student, not the curriculum--a shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and resiliency. These cannot be taught out of a textbook, but must be activated through experience.” Markham, T. (2011). Project Based Learning. Teacher Librarian, 39(2), 38-42. Zambia Thunder Farm
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- 6. Constructivism Global Learning Framework “Method” RichardClose Copyright 2010-16 Published • ISTE • Global Education Magazine • Global Education Conference DiscoverProblem Adopt ShareCollaborate Personal Change Global Change
- 7. The Andragogy ofMicro Learning Paths Discover)Problem) Adopt) Share)Collaborate) Knowles Andragogy Are Internet Collaborative: – Self-concept: – Experience: – Readiness to learn. – Orientation to learning. – Motivation to learn. Be mindful for what will either motivate or de- motivate the learning process based of the student/group values Global Education Conference 2014
- 8. ID Constructivism Samples Case1: K-5 Art class
- 9. Case 1: UNESCODigital Storytelling
- 10. Case 2: K-5Art Lesson Plan Discover)Problem) Adopt) Share)Collaborate) What)is) Balance) in)art?) Rela;onal) searching) art)images) Poster= board) sheet) Group) Art)Project) Published) Galleries) (for)parents)) Photo)in) Blog) Social))Networking)(Mightybell)) Group)presents)to)class) Agreement)Explore) YouTube)) Cartoon) ))))
- 11. Set up theproblem for the group ! What!is!balance!! in!art!with!! shapes!and!weight?! DiscoverProblem Adopt ShareCollaborate !!!!
- 12. Group explore thestyle they like • What%is%balance%% in%art%with% shape%and%weight?% • “Search(with(your( team(and(show(three( favorites(and(why(you( like(them.”( DiscoverProblem Adopt ShareCollaborate %%%%
- 13. Class enjoy anddiscuss cartoon- twice • Class%discussion%and% laughter% “Do$cartoons$use$ ar-sts?”$ • “Tell$me$when$you$see$ balance$and$how$the$ cartoonist$does$it”$ • “How$do$you$see$ weight?”$ DiscoverProblem Adopt ShareCollaborate %%%%
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- 15. Groups break todo pencil design • Make%a%balanced% design%with%shapes%to% represent%something% you%love.%Like%the% water,%woods%or% home.% “First'do'shapes'in' pencil.' • “Very'light'so'you'can' change'it”' DiscoverProblem Adopt ShareCollaborate %%%%
- 16. Groups help/share inmaking collages DiscoverProblem Adopt ShareCollaborate • Cut$color$paper$as$group$and$ glue$to$your$sheet.$ • Discuss$and$vote$of$which$ piece$your$group$wants$to$ explain$to$the$class$about$ balance.”!
- 17. Groups present andexplain balance DiscoverProblem Adopt ShareCollaborate • Share&with&class,&home& and&the&world&your&art.& • Each%student%publishes% picture%on%a% Mightybell.com%square.%% • The%team%presents%one%to% the%class%on%the% SmartBoard.%If%=me,%the% group%presents%each%one% of%theirs.% School&Class&and&group& &&&&
- 18. ID Constructivism Samples Case3: College Sociology Class
- 19. Higher Ed: GlobalHuman Rights Lesson Plan DiscoverProblem Adopt ShareCollaborate Problem: What are historical human rights violations that are till going on today? DiscoverProblem Adopt ShareCollaborate !!!! DiscoverProblem Adopt ShareCollaborate !!!! DiscoverProblem Adopt ShareCollaborate DiscoverProblem Adopt ShareCollaborate !!!! Discover: Watch Youth for Human Right UN YouTubes. Research HR YouTubes Adopt: Choose as group a HR violation and re-discover other video/articles on it Collaborate: Divide responsibilities of your team and build a 28 second commercial proving your point. Share: Post your commercial on Google Docs for class comments and present to class.
- 20. Lesson Rubric forStudents DiscoverProblem Adopt ShareCollaborate DiscoverProblem Adopt ShareCollaborate !!!! DiscoverProblem Adopt ShareCollaborate !!!! DiscoverProblem Adopt ShareCollaborate DiscoverProblem Adopt ShareCollaborate !!!! Rubric Stating ❖ Objectives for each module ❖ Tasks for each module ❖ Links, resources and deliverable environments ❖ Clear definitions of expectation (How many words - length of video) ❖ Parameter for grade (point system for each module ❖ Calendar when each module is due
- 21. 01 Module 1 Problem Discussion Whatneeds to Change? http://www.bbc.com/news/technology-29063614 ✤ Ethical Governance ✤ Freedom to communicate ✤ Global Internet Commerce ✤ Access and training of global knowledge ✤ Development resources ✤ Human rights
- 22. 01 Module 2 Discovery ✤ Watch6 Youth for Human Right clips. ✤ Pic one Human Right that interest you. ✤ Research the YouTube/Vimeo that relate to it. ✤ Post both in your blog. Max 300 words on why you like it. ✤ Comment on three classmates choices using RISE method
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- 24. Module 3 Adopt a Human Right 1. We Are All Born Free and Equal 2. Don’t Discriminate 3. The Right to Life 4. No Slavery 5. No Torture 6. You Have Rights No Matter Where You Go 7. We’re All Equal Before the Law 8. Your Human Rights Are Protected by Law 9. No Unfair Detainment 10. The Right to Trial 11. We’re Always Innocent Till Proven Guilty 12. The Right to Privacy 13. Freedom to Move 14. The Right to Seek a Safe Place to Live 15. Right to a Nationality 16. Marriage and Family 17. The Right to Your Own Things 18. Freedom of Thought 19. Freedom of Expression 20. The Right to Public Assembly 21. The Right to Democracy 22. Social Security 23. Workers’ Rights 24. The Right to Play 25. Food and Shelter for All 26. The Right to Education 27. Copyright 28. A Fair and Free World 29. Responsibility 30. No One Can Take Away Your Human Rights
- 25. Module 4: Createyour promo ❖ Assemble team and delicate roles ❖ Build a 28 second to one Minute promo in a Human Right your team agreed on. ❖ Re-research current violations of that right ❖ Storyboard your promo ❖ Write a Script ❖ Record (video or PowerPoint) ❖ Post it with all team member names in Google docs classroom.
- 26. Module 4: Resources ❖Watch tutorials ❖ Download iMovie or MovieMaker (both are free) ❖ Use Cell phone or Tablet to record. ❖ Only yours or Creative Commons material
- 27. Share 5: Postsand Comments ❖ Place the groups promo video in your blog. ❖ Comment using RISE on three other promo videos. 300 words each. ❖ Comment on what you word do different on your video after reviewing the rest of the class.
- 28. Share with theworld. Post your video and profile on http://i-am-the-story.ning.com
- 29. By Richard C. Close The Chrysalis Campaign, Inc. New Milford, CT 06776 richardcclose@gmail.com TwiGer: richardcclose www.richardclose.com Global Learning Framework Community Chrysalis Campaign. Inc. Site: hGp://globallearningframework.ning.com Micro Learning Paths™, Global Learning Framework™, Personal Learning Framework™. TransformaPve Learning Framework ™ are Trademarks 2011 -‐ 2014 Richard C. Close Africa and Brooklyn, NY photography copyright 2007-‐11 Richard C. Close More informaPon at richardclose.blogspot.com Chrysalis Campaign, Inc. In a US non-‐stock holding company. UNESCO Seed storytelling portal at: hGp://this-‐is-‐my-‐story.ning.com Questions