Constructivism is a learning theory that suggests learners actively construct knowledge through experiences. Important contributors include Piaget, Vygotsky, Dewey, and Bruner. According to constructivism, learning involves actively making associations between new information and prior knowledge. As a learning theory, constructivism emphasizes hands-on, active learning where students apply past experiences to solve problems and learn new skills.
Learning is a mental action: When information enters the brain, is manipulated, stored and used it when it’s needed. Cognitivism is a learning theory that defines learning as a semi-permanent change in mental process associations. Learning takes place through observation and sensorial experiences.
Mental activity is the primary focus or learning. Learning occurs when connections are made between old and new information in meaningful interactions. Learning is measured by how one thinks, not how one behaves. Prior knowledge plays and important role in the learning process.
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”
Learning is a mental action: When information enters the brain, is manipulated, stored and used it when it’s needed. Cognitivism is a learning theory that defines learning as a semi-permanent change in mental process associations. Learning takes place through observation and sensorial experiences.
Mental activity is the primary focus or learning. Learning occurs when connections are made between old and new information in meaningful interactions. Learning is measured by how one thinks, not how one behaves. Prior knowledge plays and important role in the learning process.
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”
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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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. What is Constructivism?
Learning Theory Important Contributors to
Learning is active and Constructivism:
constructive Piaget
Learner builds on Vygotsky
previous knowledge
Dewey
People are actively
Vico
making associations in
order to be objective in Rorty
learning. Bruner
New learning is
compared to prior
knowledge
Information found at: http://www.learning-theories.com/constructivism.html
3. Jean Piaget
Born in Switzerland
Believed children
thought differently than
adults and constructed
knew knowledge while
moving through different
cognitive stages.
http://www.findingdulcinea.com/docroot/dulcinea/fd_images/
Studied his children features/profiles/p/jean-piaget/features/0/image.jpg
4. Jean Piaget
Jean Piaget defined himself as a
'genetic'
epistemologist, interested in
the process of the qualitative
development of knowledge.
he intended to explain
knowledge development as a
process of equilibration using
two main concepts in his
theory, assimilation and
accommodation, as belonging
not only to biological
interactions but also to
cognitive ones.
http://www.sciencephoto.com/image/227740/530wm/H4160274-Jean_Piaget-SPL.jpg
http://en.wikipedia.org/wiki/Jean_Piaget
5. Genie Kelleher
Sensorimotor- This stage consists of
learning through motor and sensory
activities through imitation for ages
birth to 2 years old.
Preoperational- The next stage
consists of learning through
drawing, role playing, and
communication for children two to
seven years old.
(Information found in book pg.377)
6. Cognitive Stages
Concrete Operational- As children continue to
grow they begin problem solving, logical
reasoning and start abstract thinking through
classification for ages six to twelve.
Formal Operational- At this stage children learn
by abstract thinking, experimenting
hypothesis with comparative reasoning for
ages eleven to adulthood.
7. Lev Vygotsky
Russian educational
psychologist
Developer of social cognition
Believed that social
interactions play a key role in
child development
Vocalizations lead
to, Language, which leads
to, Gestures, which leads
to, Social Skills
Collaborative learning helps
develop cognitive skills
students need to find solutions
to problems on their own
Picture from: http://gsi.berkeley.edu/teachingguide/theories/social.html
Information from: textbook page 379-381
8. John Dewey
Major reformer of American
Education, during the
Progressive Education
Movement of the 1900s
Educational
psychologist, philosopher, advoc
ate for child-centered instruction
Created the Laboratory School or
“Dewey School” in 1896
Students working together
playing an active role in their
education
He believed learning should be
student directed and teachers
should help students discover
resources.
Allow students to
construct, create, and actively
inquire in order to prepare
them to function in society
Picture: http://www.notablebiographies.com/De-Du/Dewey-John.html
Information from: textbook page 381-382
10. Teacher Instruction and
Constructivism
Teacher is not the expert, but the facilitator or consultant to
knowledge.
Encourage and facilitate the autonomy and initiative of
students
Read in to responses and reactions of students when different
materials are used.
Asses and inquire about students prior knowledge base and
experience on subjects being taught.
Facilitate and encourage students ideas and views on topics
Create a Democratic and interactive classroom.
Use the computer and internet for interactive games,
illustrations, and other raw materials
11.
12. The Student and
Constructivism
Give them opportunities to evaluate themselves
Students are seated in small groups with 4-5 desks
together
Students are encourage to discuss topics within their
group and question each other
Students identify themselves and their experiences in the
activities or learning material
Students have access to computer labs for research and
interactive lesson plans and may work in partners
Students will feel their viewpoints are valid and
encourage to communicate with the teacher and other
students
13. Personal thought
Based on the studies preformed by these men, this theory seems to
be the one that works the best. It helps the teacher understand
where the student is at cognitively and directs the teacher on the
best actions for teaching the student.
