Constructivism is a theory of learning that emphasizes active engagement by students in constructing their own knowledge and understanding. It holds that students learn best when they can connect new ideas to their prior knowledge through hands-on activities and social interactions. The document discusses how constructivist teaching methods provide benefits like considering student interests, encouraging active and engaged learning, and promoting cooperative learning over a traditional, passive approach.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
This presentation discusses the following topics:
Teaching: definition and meaning
Characteristics of good teaching
Views of great thinkers and philosophers on teaching
Becoming a reflective teacher and his characteristics
My goals as a teacher
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
This presentation discusses the following topics:
Teaching: definition and meaning
Characteristics of good teaching
Views of great thinkers and philosophers on teaching
Becoming a reflective teacher and his characteristics
My goals as a teacher
this PPT, presents Islamic System of Education in detail. those people who wants to know concept of Education in Islam, importance of education in Islam and so on. It covers various topics related to it.
“ROLE OF PHILOSOPHY IN EDUCATION POLICY AND PRACTICE” in Philosophy of Edu...R.A Duhdra
Philosophy and education are interdependent to each other. :
Philosophy determines the real destination or targets towards which education is to go. Philosophy determines the goals of life and also provides suitable guidance for education to achieve that goad.
Spencer said, “true education is practicable only by a true philosophy.”
this PPT, presents Islamic System of Education in detail. those people who wants to know concept of Education in Islam, importance of education in Islam and so on. It covers various topics related to it.
“ROLE OF PHILOSOPHY IN EDUCATION POLICY AND PRACTICE” in Philosophy of Edu...R.A Duhdra
Philosophy and education are interdependent to each other. :
Philosophy determines the real destination or targets towards which education is to go. Philosophy determines the goals of life and also provides suitable guidance for education to achieve that goad.
Spencer said, “true education is practicable only by a true philosophy.”
To all those who would like to download a copy of this presentation, please do send me an email at martzmonette@yahoo.com
I am very much willing to personally present this lecture in your respective institutions.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
This paper elaborates the importance of Cooperative Learning in the present world context of globalisation in language classes. See http://beyondelt.blogfa.com
This course is designed to introduce both traditional and innovative approaches/strategies in teaching science for Master students engaging in the field of teaching developing a scientific literacy through learning the strategies in reading and writing as one of the component for students in learning science as they organized each thoughts in a scientific ways, communicate ideas, and share information with fidelity and clarity, to read and listen with understanding. Integration of STEM – infusing through teaching approach as a model integrating all content areas in the way that provides rich meaningful experience for students. Explore the practical implications of cognitive science for classroom assessments, motivating student effort and designing learner – centered circular units.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. By: Natalie Anderson Constructivist Teaching Methods:The Road to Higher Achievement
2. According to Brader-Araje & Jones (2002), constructivism can be defined as “the idea that development of understanding requires the learner to actively engage in meaning-making.” “While constructivism takes on different theoretical meanings with different theorists and contexts, the over arching concept hinges itself upon the nature of knowing and the active role of the learner” (Brader-Araje & Jones, 2002). What is Constructivism?
3. The 21st-century classroom is filled with a dynamic assortment of learners. Students are coming from all different types of socioeconomic backgrounds, culturally diversified experiences, and learning styles and preferences unique to each individual. These dynamics create a challenge for teachers as they attempt to accommodate the needs of all learners within the various academic settings. "Constructivism is not a theory about teaching…it is a theory about knowledge and learning… the theory defines knowledge as temporary, developmental, socially and culturally mediated, and thus, non-objective” (Brooks & Brooks, 1993, p. vii). Why Constructivism?
4. A Holistic Approach- Traditional classrooms typically begin their curricular units by exploring individual lessons that are a part of a big idea. Constructivist classrooms, however, emphasize the big ideas, beginning with the whole and expanding to include the parts. “The adoption of a more holistic approach to education for sustainability is also likely to demand that consideration be given to the environment in which students engage in the learning process” (Herrmann, 2007, p. 75). Establishing an environment that promotes a holistic approach sets the stage for further constructivist teaching methods to unfold. Benefits of Constructivism
5. Student Interests are Considered- Constructivist teaching methods also provide opportunities for students to question the material being presented and explore various topics as their interests are piqued. There is not the strict adherence to a fixed curriculum where student interests are shut down or pushed aside. The difference results in the student as an engaged learner vs. one who is simply being compliant with the material being presented. Benefits of Constructivism (cont.)
6. Students as Active and Engaged Learners- Willingham (2009) notes that, “If the teacher does not direct a lesson to provide constraints on the mental paths that students will explore, the environment itself can do so effectively in a discovery learning context” (p. 63). Rather than teachers disseminating the information to students, constructivist teaching methods allow students to construct their own knowledge and fulfill their individual learning needs and interests. Benefits of Constructivism (cont.)
7. A Different Approach to Obtaining Knowledge- Educators can help aid students in these discovery-based learning opportunities by providing them with manipulatives and primary resources to enhance and guide them in their learning. Rather than simply absorbing the information from a text, students are able to interact, analyze, interpret and evaluate their ideas and curiosity through the use of primary sources and manipulatives. When learners are engaged in their resources, educators can step back from their directive role. Instead, they become the facilitator and are encouraged to assist students in an interactive and guiding manner. Benefits of Constructivism (cont.)
8. Assessment Along the Way- “Young learners and their caregivers need feedback in order to help improve students’ learning and behavior. Observations and feedback intended to alter and improve students’ learning are called formative assessments. To provide such feedback, teachers must constantly assess student learning and behavior” (Airasian, 2008, p. 6). The constructivist classroom is as equally concerned with the process of learning as it is the product of learning. Such practices assist students and allows for intervention or enrichment to enhance learning as it is happening. Benefits of Constructivism (cont.)
9. Encouraging Cooperative Learning- Rather than students working in isolation, constructivist classrooms promote students working together to enhance their learning experiences. Benefits of Constructivism (cont.)
10. Marzano, Pickering & Pollock (2001) outline five defining elements of cooperative learning: Positive interdependence (a sense of sink or swim together). Face-to-face promotive interaction (helping each other learn, applauding successes and efforts). Individual and group accountability (each of us has to contribute to the group achieving its goals). Interpersonal and small group skills (communication, trust, leadership, decision making, and conflict resolution). Group processing (reflecting on how well the team is functioning and how to function even better) (p. 85-86). Benefits of Constructivism (cont.)
11. Airasian, P. W., & Russell, M. K. (2008). Classroom assessment: Concepts and applications. Boston: McGraw-Hill. Brader-Araje L. & Jones, M. G., (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal , 5(3). Retrieved from http://www.acjournal.org/holdings/vol5/iss3/special/jones.htm Brooks, J., & Brooks, M. (1993). The case for the constructivist classrooms. Alexandria, VA: ASCD. Herrmann, M. (2007). The practice of sustainable education through a participatory and holistic teaching approach. Retrieved from http://www.ccponline.org/docs/artikel/01/04_Praxis_Herrmann_final.pdf Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD Willingham, D. (2009). Why students don’t like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco: Jossey Bass. Reference List