Intelligent behavior presentation
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This document outlines characteristics of intelligent behavior including drawing on knowledge and applying it to new situations, creating, imagining and innovating, managing impulsivity, thinking interdependently, and listening with understanding and empathy. Each characteristic is defined and an example is given to illustrate it, along with suggestions for how teachers can support students in developing that characteristic such as incorporating problem-based learning, allowing creative freedom in assignments, encouraging collaboration, and discussing empathy and teamwork.
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This document discusses key ideas for supporting learning in higher education, including phenomenography, social constructivism, constructive alignment, situated learning, deep and surface approaches to learning, and threshold concepts. It provides explanations of these concepts and discusses how they relate to teaching practices and student learning. Examples are given of activities that teachers can use to align their practices with these frameworks and encourage deep learning.
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The document summarizes a lesson plan for teaching Australian Aboriginal art to students ages 8-9 using constructivist principles. The lesson introduces students to dot painting techniques used in Aboriginal art and has them create their own dot paintings representing animals. Students then combine their individual paintings into a larger collaborative artwork to display in the school. The lesson incorporates analysis of examples, guided practice, independent work, and cooperative learning activities. Assessment is dynamic and focuses on each student's growth rather than weaknesses.
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This document discusses constructivism as it relates to learning and teaching. Some key points include:
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- Important constructivist theorists discussed are Piaget and Vygotsky. Piaget's concept of disequilibrium and Vygotsky's emphasis on social learning and the zone of proximal development are mentioned.
- Constructivist teaching methods focus on student-centered learning, discovery learning, scaffolding, and social interaction between students. Specific strategies discussed for different subject areas include reciprocal teaching for reading and problem-based learning for math and science.
Contructivism Approach
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
Constructivism
Vygotsky's theories focus on social learning and the zone of proximal development (ZPD). The ZPD refers to tasks that a child cannot complete alone but can complete with guidance from more knowledgeable others (MKO), such as teachers or parents. Scaffolding is the process of providing support to help a child achieve tasks within their ZPD. Vygotsky argued that social interaction and culture impact cognitive development, and that learning occurs through social interactions where children are assisted by more skilled partners within their ZPD.
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Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
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Vygotsky's theories focus on social learning and the zone of proximal development (ZPD). The ZPD refers to tasks that a child cannot complete alone but can complete with guidance from more knowledgeable others (MKO), such as teachers or parents. Scaffolding is the process of providing support to help a child achieve tasks within their ZPD. Vygotsky argued that social interaction and culture impact cognitive development, and that learning occurs through social interactions where children are assisted by more skilled partners within their ZPD.
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Constructivism is a learning theory that suggests learners construct knowledge and meaning from their experiences. According to constructivism, learning occurs as learners actively engage with the environment and reflect on their experiences to form new understandings. In a constructivist classroom, the teacher acts as a guide who helps students develop their own understandings through hands-on activities and group work rather than direct instruction. Assessment focuses on observing how students apply their knowledge rather than separate testing.
Brianna mcintyre powerpoint presentation
Constructivism is a learning theory that suggests people construct their own understanding and knowledge through experiences and reflecting on those experiences. Each person generates their own rules and mental models to understand the world. Learning is an active process of adjusting mental models to fit new experiences. In a constructivist classroom, the teacher acts as a guide providing support and challenging students to develop their own understanding, rather than simply presenting facts to memorize. Students work primarily in groups and pursue their own questions, while assessment is interwoven with teaching through observation and student work.
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Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
Constructivism ppt
Constructivism is a learning theory where students actively construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Teachers support a constructivist environment using the five E's: engage, explore, explain, elaborate, and evaluate. This allows students to build their own understanding through inquiry, collaboration with peers, and reflection on their learning, with the teacher guiding and assessing the process.
Mi gr2 wk2v2
Constructivism is a theory of learning that states that individuals construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. According to constructivism, learning is an active process where students learn by linking new information to previous knowledge and exploring ideas on their own. Key principles of constructivism include students learning through problem solving and incorporating new experiences into their existing understanding. In the classroom, constructivist teaching strategies include hands-on activities, collaborative learning, and using students' multiple intelligences. Constructivism aligns with critical thinking skills as defined in Bloom's Taxonomy, where students analyze, evaluate, and create new understanding.
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- 1. CHARACTERISTICS OF INTELLIGENT BEHAVIOR A presentation
- 2. CHARACTERISTICS OF INTELLIGENT BEHAVIOR Drawing on Thinking Knowledge and Interdependently Applying it to New Situations Listening with Understanding and Creating, Empathy Imagining, and Innovating Managing Impulsivity
- 3. DRAWING ON KNOWLEDGE AND APPLYING IT TO NEW SITUATIONS Students need to be trained to use knowledge they had acquired and apply what they have learnt to new situations in problem solving. Students should learn to apply school-learned knowledge to real-life situations.
- 4. DRAWING ON KNOWLEDGE AND APPLYING IT TO NEW SITUATIONS Example of characteristic: Students were introduced Newton’s Law of Motion in an earlier class and were given a problem involving the movement of rockets. Here students need to apply what they know of the law in order to solve the problem. Support: This can be accomplished by providing students with activities that involves problem recognition, problem solving and also more opportunities for project-based learning.
- 5. CREATING, IMAGINING AND INNOVATING Students should be encouraged to complete assigned tasks. They need to have an “I can” attitude at all times, be imaginative and go with their intuition. Teachers must offer constructive criticisms that are addressing the issues and not in such a way that the students should take the criticism personally. Students in turn should be receptive to feedbacks for improvements.
- 6. CREATING, IMAGINING AND INNOVATING Example of characteristic: Students were given the task of designing and decorating the class notice board. Given the free hand, they brainstormed, designed and created a meaningful and artistically beautiful work. Support: Teachers can incorporate assignments that allow students to express their personalities and values, for examples creative writing, projects and group presentations.
- 7. MANAGING IMPULSIVITY When students can control their impulsivity, they develop control and think first before doing. Having self-control allows more effective and efficient collaborative work with classmates and later in the adult working world.
- 8. MANAGING IMPULSIVITY Example of characteristic: A small group of students are having a discussion on their group work, they are taking turns to give their opinions. Support: Teachers expect students to raise their hands before asking or answering questions, instead of shouting out in class. Encourage students to take time to think first before answering.
- 9. THINKING INTERDEPENDENTLY Today we live in an interdependent world due to globalization and the interconnectedness of the world. Real-world problem solving is complex and requires interdependent thinking.
- 10. THINKING INTERDEPENDENTLY Example of characteristic: Students are observed to be listening, seeking consensus, having empathy and compassion, and working cooperatively in groups. Support: This can be accomplished by discussing the importance of teamwork, respect, and being successful. Students can learn to think interdependently by having opportunities to collaborate with others.
- 11. LISTENING WITH UNDERSTANDING AND EMPATHY Empathic behavior is the opposite of egoistic behavior. To be able to listen to others is not sufficient, there must be understanding and empathy to go with the listening.
- 12. LISTENING WITH UNDERSTANDING AND EMPATHY Example of characteristic: During a group work, one of the students did not do his work, the rest of the group listened to their classmate’s explanation with understanding and empathized with him. They did not get upset with the classmate but try to find way to solve the problem at hand. Support: This can be accomplished by having class meetings for students to share opinions and ideas, and by having debates and class presentations.
- 13. REFERENCE Kellough, G., Kellough, N. (2011). Secondary School Teaching: A Guide to Methods and Resources, fourth edition.