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Generative Learning Theory (GLT) is an educational theory that suggests learners must generate their own learning by creating problems and then solving them. It has four main elements: recall, integration, organization, and elaboration. GLT emphasizes active engagement and is closely related to constructivism. Instruction based on GLT principles can increase student comprehension, achievement, and engagement without additional resources.
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Generative learning research
Generative learning involves incorporating existing knowledge with new ideas through experimentation and open-mindedness. It encourages creativity by viewing problems in new ways. Organizations rely on generative learning to adapt to changes. The theory was introduced in 1974 and involves recalling facts, integrating new and old knowledge, organizing concepts, and elaborating on ideas. Applying these four elements can help organizations problem-solve by examining behaviors and developing new perspectives rather than defensive routines.
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The document discusses conceptual models of learning including constructivism, generative learning, discovery learning, and meaningful learning. It states that meaningful learning focuses on relating new experiences to what students already know. Discovery learning differs from reception learning in that ideas are not directly presented but discovered through experimentation or tasks. The document contrasts meaningful learning and discovery learning with rote learning, which emphasizes memorization. It provides examples of different learning activities and where they fall on the spectrum between rote learning and discovery learning.
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The document discusses how technology can enhance learning environments by allowing students to take a more active role in discovering and constructing knowledge. It describes four key learning theories supported by technology: meaningful learning through relating new concepts to prior experience, discovery learning by exploring new ideas, generative learning by mentally connecting concepts, and constructivism by actively problem-solving real-world issues through hands-on activities and simulations. Overall, the document advocates for learning approaches empowered by technology that engage students in knowledge generation rather than passive memorization.
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This document discusses different learning theories including meaningful learning, discovery learning, generative learning, and constructivism. It explains that meaningful learning assumes students have prior knowledge and are willing to make connections between new and existing knowledge. Generative learning involves students actively making meaning from experiences by recalling, integrating, organizing, and elaborating on information. Constructivism holds that knowledge is constructed based on interactions between new information and prior knowledge. Overall, the theories discussed emphasize that learning is most effective when students are active participants who make learning personally relevant and build on their existing understanding.
It enters a new learning environment
This document discusses four conceptual models of learning: meaningful learning, discovery learning, generative learning, and constructivism. It provides details on each model: meaningful learning focuses on making new learning relevant to prior knowledge and experiences; discovery learning emphasizes generating new ideas through engaging activities rather than following set instructions; generative learning stresses actively creating meaning from information rather than just storing it; and constructivism is based on the principle that learning involves building personal understanding through activities and environment. Common themes across the models are that learning is an active process where learners set goals, make connections, and build knowledge based on their experiences.
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The document discusses several learning theories: Skinner's behaviorism focuses on using rewards to positively reinforce desired behaviors; Piaget's constructivism emphasizes letting children control their learning through open-ended tasks to construct their own knowledge; Vygotsky's social constructivism stresses the importance of social interaction and learning from peers, with teachers providing scaffolding support; Maslow's hierarchy of needs proposes that basic physiological and safety needs must be met before higher-level learning can occur.
Constructivist Teaching
Constructivist teaching involves four key elements: interactive, collaborative, integrative, and inquiry-based learning. Interactive learning involves students doing activities, like answering questions or participating in discussions. Collaborative learning has students work together towards a common goal, beyond just interacting. Integrative learning allows students to explore topics across subjects without barriers. Inquiry-based learning places students' questions at the center and values research skills as much as content knowledge.
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Constructivism is a theory of learning that suggests learners construct new knowledge based on prior knowledge and experiences. Learners are not blank slates but rather actively build on what they already know through hands-on, social learning experiences. While time-consuming and requiring excellent classroom management, constructivism has advantages like promoting deeper understanding, scientific reasoning, and creativity through meaningful exploration and problem-solving. However, it also has disadvantages such as unpredictability, potential student confusion, and difficulty with grading.
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Constructivist teaching involves four key elements: interactive, collaborative, integrative, and inquiry-based learning. Interactive learning involves students doing activities, like answering questions or participating in discussions. Collaborative learning has students work together towards a common goal, beyond just interacting. Integrative learning allows students to explore topics across subjects without barriers. Inquiry-based learning places students' questions at the center and values research skills as much as content knowledge.
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Constructivism 4
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Psychological constructivism is a learning theory that posits that individuals create their own understanding and knowledge through experiences and reflecting on those experiences. It emphasizes that learners build new ideas based upon their current and past knowledge. The key principles are that learning involves active mental construction and knowledge is built inductively from specific experiences. [/SUMMARY]
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Constructivism is a theory of learning that says learners actively construct knowledge based on their experiences. There are two main types: cognitive constructivism focuses on individual cognitive processes, while social constructivism emphasizes social interactions. Key components of constructivism include creating cognitive dissonance, applying knowledge with feedback, and reflecting on learning. Constructivist teaching approaches involve engaging students in meaningful problems, organizing curriculum around broad concepts, seeking student perspectives, and using assessment to guide learning. The goals of constructivist curriculum are to provide experience with the knowledge construction process, multiple perspectives, and embedding learning in realistic contexts through authentic tasks.
Constructivism
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This document discusses constructivism as it relates to knowledge construction and concept learning. It outlines key aspects of constructivism including influential figures like Piaget, Bruner, Vygotsky, and Dewey. It describes individual and social constructivism and characteristics like learners constructing understanding based on prior knowledge and learning being facilitated by social interaction. The document also discusses organizing knowledge through concepts defined by features, prototypes, and exemplars. It provides tips for effective concept learning including defining concepts, using examples, and relating concepts to each other. Finally, it discusses applying constructivism by making learning hands-on and relating topics to real life.
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The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
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Generative learning theory focuses on how learners actively construct meaning and understanding from instructional content. It views the learner as generating connections and new knowledge, rather than passively receiving information. Key aspects include the learner taking an active role in the learning process, constructing meaningful understanding from environmental information, and comprehending through formulating connections. Effective generative activities and strategies include organizing, integrating, elaborating on content, and relating it to prior knowledge. The role of the teacher is as a facilitator to support these generative processes.
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An advance organizer is an instructional tool used before direct instruction of a new topic to help students connect new information to prior knowledge. It provides an overview of key concepts and relationships between ideas. Advance organizers were proposed by educational psychologist David Ausubel to help students incorporate new knowledge into existing cognitive structures. There are different types of advance organizers like expository, comparative, and graphic organizers. The advance organizer model involves three phases: presenting the organizer, presenting new material and linking it to the organizer, and strengthening cognitive organization through application and discussion. Advance organizers can help improve comprehension and retention of new concepts.
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Constructivism is a theory of learning that suggests people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. Each person generates their own "rules" and mental models to make sense of new experiences, and learning occurs when a person adjusts their understanding to accommodate new information. Constructivism views learning as a social activity influenced by culture and context. In a constructivist classroom, students take an active role in constructing knowledge through collaboration, inquiry-based projects, and reflection on their learning. The teacher acts as a facilitator to help students make connections between new and prior knowledge.
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Ausubel advance organizer
Advance organizers are introductory materials that provide a broad context or framework to help relate new concepts to what has already been learned. They introduce new material at a higher level of abstraction to help facilitate learning by giving students an "anchoring idea" to attach the new information to. Examples of advance organizers include pictures, titles, reviews of prior concepts, videos, graphs, or narratives that are presented before the main learning task.
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This document discusses several principles of constructivist teaching:
- Constructivist teaching is based on the belief that learners actively construct meaning and knowledge rather than passively receiving information.
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Psychological constructivism is a learning theory that posits that individuals create their own understanding and knowledge through experiences and reflecting on those experiences. It emphasizes that learners build new ideas based upon their current and past knowledge. The key principles are that learning involves active mental construction and knowledge is built inductively from specific experiences. [/SUMMARY]
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The document discusses the constructivist view of learning. It defines constructivism as the theory that humans generate knowledge and meaning from their experiences. It notes the earliest proponents included Buddha, Piaget, Dewey, Vygotsky, Bruner, and von Glasersfeld. Key characteristics are learning through problem solving, group work, and alternative assessment methods. The goals of instruction in constructivism are for learning to be an active process of constructing rather than acquiring knowledge, and for instruction to support knowledge construction.
Constructivist theory
Jean Piaget formalized the theory of constructivism which says that people construct their own understanding through experiences. According to Piaget, individuals learn through assimilation, where new information is incorporated into existing knowledge, and accommodation, where existing knowledge must change to accept new information. Constructivism involves active and discovery learning where students solve problems and develop skills through group discussions and synthesis of ideas. The teacher helps students develop skills and attitudes by focusing on knowledge construction rather than reproduction through authentic tasks and problem-based thinking that requires reflection.
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The document discusses constructivism and modern teaching concepts. It explains that constructivism views the learner as constructing knowledge rather than receiving it from the teacher. The teacher acts as a facilitator rather than dispenser of knowledge. A constructivist classroom is active, evolving, constructed, reflective, inquiry-based, and collaborative. The document outlines differences between traditional and constructivist teaching, including how the curriculum is approached and the role of the teacher and students. It provides a sequence for constructivist teaching and discusses transforming education beyond traditional models.
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The document discusses several models and theories of learning that can be supported through educational technology (EdTech). It describes meaningful learning, discovery learning, generative learning, and constructivism. Meaningful learning focuses on making new experiences meaningful by connecting them to prior knowledge. Discovery learning involves students uncovering new ideas through personally engaging tasks rather than structured lessons. Generative learning emphasizes actively generating meaning and drawing inferences rather than just storing information. Constructivism involves students building their own understanding through learning activities and environments that help them connect lessons to real life. These learning theories show that learning is more than memorization and should prepare students for life outside of school.
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The document discusses constructivism and its key theorists Jean Piaget and Jerome Bruner. It explains that constructivism posits that learning is an active process where learners construct new ideas by building upon their existing knowledge through experiences. The Socratic method and using an integrated curriculum where students engage with subjects in various ways are recommended constructivist teaching strategies. The author advocates for an active, student-centered approach to learning that fosters collaboration and critical thinking skills.
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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.
Theories of-learning-cognitive-and-constructivism
The document summarizes several cognitive learning theories including Bruner's theory of three stages of intellectual development (enactive, iconic, symbolic), Ausubel's meaningful learning theory which emphasizes relating new information to prior knowledge, constructivist theories which view learning as an active process of constructing new knowledge based on previous experiences including those proposed by Piaget and Vygotsky, and Dewey's progressive education which emphasizes learning through hands-on experiences. Gagne also proposed a hierarchy of skills building in complexity and nine events of instruction.
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Constructivism is a theory of learning that says learners actively construct knowledge based on their experiences. There are two main types: cognitive constructivism focuses on individual cognitive processes, while social constructivism emphasizes social interactions. Key components of constructivism include creating cognitive dissonance, applying knowledge with feedback, and reflecting on learning. Constructivist teaching approaches involve engaging students in meaningful problems, organizing curriculum around broad concepts, seeking student perspectives, and using assessment to guide learning. The goals of constructivist curriculum are to provide experience with the knowledge construction process, multiple perspectives, and embedding learning in realistic contexts through authentic tasks.
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Constructivism
This document discusses constructivism as it relates to knowledge construction and concept learning. It outlines key aspects of constructivism including influential figures like Piaget, Bruner, Vygotsky, and Dewey. It describes individual and social constructivism and characteristics like learners constructing understanding based on prior knowledge and learning being facilitated by social interaction. The document also discusses organizing knowledge through concepts defined by features, prototypes, and exemplars. It provides tips for effective concept learning including defining concepts, using examples, and relating concepts to each other. Finally, it discusses applying constructivism by making learning hands-on and relating topics to real life.
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The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
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How to choose my Curriculum Model?
Teaching strategies
This document discusses various learner-centered teaching strategies including inquiry-based learning, problem-based learning, and constructivism. Inquiry-based learning involves students working together to solve problems rather than receiving direct instructions from the teacher. Problem-based learning uses open-ended problems to drive student collaboration and reflection, with teachers acting as facilitators. Constructivism assumes that students construct their own knowledge through interaction with their environment and others. Examples provided include using mind maps and creating websites to apply these strategies.
Problem based learning
Problem-based learning (PBL) is an instructional strategy where students work in groups to solve an open-ended problem. It represents a shift from a teacher-centered approach where the teacher demonstrates and tests knowledge, to a student-centered approach where students discover knowledge through collaboration and hands-on problem solving. PBL cultivates critical thinking skills and student engagement. It allows students to develop creativity and independence by managing their own activities. PBL requires teachers to shift their goals from knowledge transmission to knowledge construction, and to focus on facilitating self-assessment over external evaluation.
Educ 118 lesson5-17 Outline
This document discusses applying technology to support higher-level learning outcomes. It outlines several conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. These models emphasize students taking an active role in building their own understanding. The document then discusses using IT-based projects to engage students in higher-order thinking, including resource-based projects, simple creations, guided hypermedia projects, and web-based projects. It focuses on students acquiring information through inquiry and discovery rather than receiving it from teachers.
Concept formation
The document discusses various instructional strategies including direct instruction, independent study, interactive instruction, and indirect instruction. It provides details on specific strategies like concept attainment, brainstorming, cooperative learning groups, problem solving and inquiry-based learning. The purpose of the document appears to be outlining effective teaching methods and how to implement strategies like concept formation in the classroom.
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...Future Education Magazine
PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles. Curriculum organization and design
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
New doc roles and functions if educational technology
The document discusses three key principles for 21st century education:
1. Instruction should be student-centered through open-ended, collaborative and hands-on learning. Student-centered approaches have been shown to be superior to traditional teacher-centered instruction.
2. Education should be collaborative through cooperative learning in small groups where students can share strengths and develop skills through team projects. This improves understanding and interpersonal skills.
3. Learning should have context by focusing not just on factual recall but a deep understanding of ideas. Knowledge is better retained when learning is done through personally meaningful projects and problem-solving rather than just for testing.
Constructivism.eme2040
Constructivism is a learning theory where learners actively construct their own understanding and knowledge through experiences and reflecting on those experiences. Key theorists who contributed to constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, learners should be actively involved in problem solving, asking questions, and collaborating with others rather than just listening to lectures. Teachers have a facilitator role in guiding students to discover concepts themselves and create lessons that allow for discussion, inquiry, and knowledge construction.
CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL-PPT
The document discusses the constructivist approach to learning, specifically the 5E model. It provides background on constructivism, outlining key principles like knowledge being actively constructed by learners based on their experiences. The 5E model is then explained in detail, with each "E" standing for a phase of instruction: Engage, Explore, Explain, Elaborate, Evaluate. Examples of activities for each phase are given. The document also discusses benefits and criticisms of constructivism, noting it emphasizes collaborative, active learning but may disadvantage some students.
Activity 1. lesson 2. castro, nichole czyrel
Project-Based Learning and Problem-Based Learning are often confused for the reason that it adheres to the same idea. However, both has its own different work and purpose most especially on learning.
Problem Based Learning
This document discusses problem-based learning and project-based learning. It explains that problem-based learning is a student-centered approach where students learn by solving complex problems. It also describes the seven step process for problem-based learning. Project-based learning involves students investigating real-world problems and challenges. The key components of project-based learning are outlined, including learner-centered environment, collaboration, authentic tasks, and innovative assessment. Benefits of both approaches include increased motivation, development of critical thinking skills, and preparation for lifelong learning.
Achieving Learning Outcomes, Incorporating Technology
The document discusses achieving learning outcomes through incorporating technology into instruction. It begins by noting that despite massive technology expenditures, information technology has not been fully integrated into teaching and learning as predicted. There are some successful individual implementations, but they have been slow to propagate more broadly. The document then provides guidance on describing students and identifying instructional challenges before reviewing models of learning objectives, best teaching approaches, and change theory as it relates to adopting new technologies.
Meth. 4. Understanding by design (UbD)
Understanding by design (UbD) is a theory developed by Grant Wiggins and Jay McTighe for educational planning based on ‘teaching for understanding’.
Incorporating social media in the classroom to support self-determined (heuta...
Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.
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This document discusses constructivism and its implications for promoting active, collaborative, inquiry-based learning in a virtual environment. It provides examples of how interactive tools, virtual manipulatives, online discussions, and collaborative projects can support constructivist learning principles. While constructivist methods may improve higher-order thinking, they do not necessarily boost performance on traditional tests, so a variety of teaching strategies is recommended.
Similar to Generative (20)
How to choose my own Curriculum Model? Review guide, and extra quizzes.
How to choose my own Curriculum Model? Review guide, and extra quizzes.
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...
New doc roles and functions if educational technology
New doc roles and functions if educational technology
CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL-PPT
CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL-PPT
Achieving Learning Outcomes, Incorporating Technology
Achieving Learning Outcomes, Incorporating Technology
Incorporating social media in the classroom to support self-determined (heuta...
Incorporating social media in the classroom to support self-determined (heuta...
Generative
- 1. Generative Learning Theory By: Jane Wimberg Darryl Hollins Source: www.southalabama.edu/coe/bset/surry/isd651/.../ generative .ppt
- 6. GLT Incorporated into the Dick and Carey Model Which steps? How? Designers could incorporate GLT when developing their instructional strategies and instructional materials. This could accomplished with KWL charts, graphic organizers, journals and anecdotes.