CONSTRUCTIVISM THEORY.pptx
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this is a presentation about constructivism theory. IT IS VERY HELPFUL FOR STUDENTS. IT IS A SHORT NOTES WITH MAIN IMPORTANT POINTS. NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
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Pages 81- 96
Main Idea
Supporting Details
Enduring Understandings
A. Learners past and present environments influence how learners behave and think at any given time.
B. The general social contexts in which learners grow up—families and communities and more broadly, cultures and society—also influence learners’ behaviors and cognitive processes.
C. Not only does the environment affect learners and their learning, but so, too, do learners influence their environment.
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What can a teacher do to provide supportive contexts for learning?
If a teacher is using modeling to change a behavior or teach a new behavior, what needs to be remembered?
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How does a teacher provide physical and cognitive tools that can help students work and think more effectively?
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Why would a teacher want to create a community of learners?
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1. Create conditions that elicit desired responses.
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Main Idea
Supporting Details
Enduring Understandings
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C. Not only does the environment affect learners and their learning, but so, too, do learners influence their environment.
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What can a teacher do to provide supportive contexts for learning?
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Explain how to shape complex behaviors. There are several steps. Include each.
How does a teacher provide physical and cognitive tools that can help students work and think more effectively?
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Why would a teacher want to create a community of learners?
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Why is it important for a teacher to take into account the broader contexts in which students live?
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1. Create conditions that elicit desired responses.
2. Make sure productive behaviors are reinforced and unproductive behaviors are not reinforced.
3. Make response–reinforcement contingencies clear.
4. As an alternative to punishment, reinforce productive behaviors that are incompatible with unproductive ones.
1) Attention. Attention is critical for getting information into working memory. To learn effectively, then, students must pay attention to the model and especially to critical aspects of the modeled behavior.
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The document discusses Malcolm Knowles' theory of andragogy, which proposes that adult learners learn differently than children. It outlines the key assumptions of andragogy, including that adults need to know why they are learning something, they draw on life experiences, they are self-directed, and are internally motivated. In contrast, pedagogy assumes learners passively receive information from the teacher. The document examines how andragogy attempts to address some limitations of pedagogy by encouraging learner contribution and facilitating discussion. However, it also notes critiques that andragogy may not fully qualify as a learning theory and does not always reflect real-world adult learner behaviors and motivations.
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This document discusses balancing power between teachers and students in the learning process. It argues that traditionally, teachers have had full control over what and how students learn. However, research shows that giving students more autonomy improves their motivation, confidence, and engagement. The document outlines some objections to sharing power but argues that power can be shared appropriately by gradually transferring some decision-making to students, like allowing input on assignments or textbooks. When power is shared, it benefits both students through more active learning and teachers through increased student participation.
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The document discusses several methods to promote student efforts in learning, including enhancing students' self-belief in their abilities as learners, enabling students to work autonomously and with others, recognizing the central role of teachers in engagement, creating active and collaborative learning experiences, ensuring educational experiences challenge students, and investing in support services. Specific techniques mentioned include collaborative learning, cooperative learning, interactive sessions, dealing with heterogeneous groups, project work, and workshops/seminars. The goal is to shift students from passive learning to taking an active role in their education.
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The document discusses three key aspects of motivating students in the classroom:
1. Motivation develops from understanding the complete learning experience, including learner preferences, expectations, tasks, teaching strategies, resources, and environment.
2. Intrinsic motivation is important and can be developed through teaching routines, setting achievable goals, encouraging self-evaluation, helping students believe in their abilities, and teaching behavior components.
3. Coercion should be minimized and failure accepted as part of learning, as it breeds future success. An overall goal is to create a productive learning environment.
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The document discusses online collaborative projects and project-based learning. It defines collaborative projects as involving groups working together over the internet on a research topic or idea. Benefits include sharing ideas, gaining understanding of other cultures, and learning new skills. Project-based learning emphasizes depth of understanding, student-centered activities, and real-world problems rather than isolated lessons. It allows students to direct their own work and develop complex products.
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What is inquiry based learning
The document discusses inquiry-based learning, which involves students exploring topics through questioning and hands-on activities to make real-world connections. It emphasizes arousing student curiosity over simply delivering facts. Teachers need training to successfully implement inquiry-based lessons. Tips for teachers include avoiding answering all student questions, keeping introductions brief, being adaptable, allowing one's own curiosity, and reflecting on the learning process. While some programs claim to use inquiry-based learning, their rigid structures may limit real student-led inquiry.
Selecting learning environment
This document discusses different types of learning environments, including learner-centered, knowledge-centered, assessment-centered, and community-centered environments. A learner-centered environment focuses on students' prior knowledge and makes lessons relevant to their lives. A knowledge-centered environment focuses on teaching core concepts and organizing lessons to maximize understanding. Assessment-centered environments use formative and summative assessments to improve teaching and measure learning. Community-centered environments foster collaboration and lifelong learning by creating a classroom community.
Mai edited
This document outlines strategies for effective social studies teaching and learning. It discusses how learning is constructed based on prior knowledge and facilitated through metacognitive strategies. Learners' motivation and the social context of learning also impact what is learned. Effective teaching engages students' prior knowledge, addresses misconceptions, and provides opportunities for collaboration. The document contrasts direct instruction, which is teacher-led and focuses on skills and concepts, with indirect instruction, which emphasizes student involvement in problem-solving and discovery learning with teacher facilitation.
Project based learning
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like problem-solving, and increases student independence and self-esteem. Potential shortcomings include projects becoming unfocused, difficulty measuring success, and some students not contributing equally.
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L Heading For Constructing: The Reform Direction Of College Teaching A Case S...
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Effective ed practices.pptx
This document discusses effective educational practices and benchmarks for quality teaching and learning. It outlines five national benchmarks: academic challenge, student interaction with faculty, active and collaborative learning, enriching experiences, and supportive campus environment. It also discusses seven principles for good practice: contact between students and faculty, reciprocity among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Resources are provided for implementing these principles effectively in the classroom.
Inquiry based learning
The document discusses inquiry-based learning, which emphasizes students' questions and observations. Instructors encourage students to share ideas and challenge each other respectfully. When done correctly, inquiry-based learning can develop higher-order thinking, information literacy, critical thinking, and lifelong problem-solving skills. The process involves students planning investigations, retrieving and processing information, creating projects, sharing their work, and evaluating their findings and methods. Setting up an inquiry-based classroom requires equipping it with various learning materials to stimulate students' inquiries.
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1) Problem-based learning is a student-centered approach where students learn through solving authentic problems and reflecting on their experiences. It develops critical thinking and problem solving skills.
2) In PBL, students work in groups to seek solutions to real-world problems. The teacher takes on the roles of facilitator and coach rather than lecturer. Learning is active and collaborative rather than passive.
3) PBL starts with an ill-structured problem that requires students to engage in self-directed learning. It develops skills like self-directed learning, collaboration, and communication that are useful for life-long learning and career success.
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The document discusses the flipped classroom model of education. It defines a flipped classroom as one where students gain initial exposure to new material outside of class, often via video lectures, and use class time to do homework and engage in problem-solving with teacher guidance. This model aims to increase interaction and feedback between students and teachers. Potential benefits include allowing self-paced learning, diving deeper into topics, and helping teachers identify areas where students need more support. However, issues like technology problems, lack of student motivation, and difficulty changing teaching styles can limit the model's effectiveness.
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RPMS Template 2023-2024 by: Irene S. Rueco
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
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DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The History of Stoke Newington Street Names
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www.StokeNewingtonHistory.com
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CONSTRUCTIVISM THEORY.pptx
- 2. students are actively involved, rather than passively absorbing information; activities interesting and engaging, but not overly structured. the learning environment is democratic, the teacher is not seen as an authority figure as much as a learning guide answer a specific, open-ended question or a broad issue, examine a case study, undertake a long-term project or examine a problem with multiple projects or cases integrated together. students need to be fully involved in the learning process, using all of their senses, not just their eyes and ears a teacher facilitates activities in which students are responsible for their own learning and are autonomous from one another. the activities are interactive and student-centered instead of being lesson-centered;
- 3. Involvement of students in their own education • students who utilize simplified versions of the tools and methods of professionals in the subject area to actively construct their own knowledge have superior generalization skills and transfer of learning to novel contexts (Cobb, 1999). • Furthermore, students who cooperate in small groups develop superior critical thinking and have longer retention of learning than those working alone (Johnson and Johnson, 1986). • Clearly, letting students work either with a partner or in a small group is significantly helpful in overcoming the aforementioned problems associated with large class sizes.
- 4. Relevancy to real-life situations • constructivism works best when students make something that is tangible to others (Harel and Papert, 1991). • This refinement helps to bridge the aforementioned gap between the classroom and the outside world. • An example of a real-life application of a scientific principle is using the gas laws to predict that car tires will need inflation upon the outbreak of colder weather, to avoid uneven wear and extend tire life
- 5. Prevention of discipline problems • students who are engrossed in dialogue and activities are unlikely to create disturbances or to strike up conversation about the sports and entertainment industries. • students with more highly developed critical thinking and prefrontal function will have a better understanding of what is at stake and will be less likely to cut up or be disruptive.
- 6. Some students require highly structured environments in order to be able to excel. discard standardized curriculum in favor or a more personalized course of study based on what the student already knows. without standardized grading and evaluations teachers may not know that the student is struggling. student may not be creating knowledge as the theory asserts, but just be copying what other students are doing. can actually lead students to be confused and frustrated because they may not have the ability to form relationships and abstracts between the knowledge they already have and the knowledge they are learning for themselves. Lack of teacher preparation of constructivist classroom Difficult to break the cycle of those who have been taught in a classroom where they are expected solely absorb information