The document discusses the constructivist theory of learning. Constructivism states that learners construct their own understanding and knowledge through experiences. Key aspects discussed include discovery learning, Piaget's cognitive development theory involving assimilation and accommodation, Vygotsky's emphasis on language and culture in development, and the zone of proximal development. The author agrees with constructivist principles and plans to implement them in their classroom through problem solving, partner work, and student-guided learning.
The 15 most influential learning theories in education (a complete summary)Paul Stevens-Fulbrook
A Complete summary of the 15 most influential learning theories in education. All theories explained in detail with classroom examples. The full article can be found at:
https://teacherofsci.com
https://teacherofsci.com/learning-theories-in-education/
The 15 most influential learning theories in education (a complete summary)Paul Stevens-Fulbrook
A Complete summary of the 15 most influential learning theories in education. All theories explained in detail with classroom examples. The full article can be found at:
https://teacherofsci.com
https://teacherofsci.com/learning-theories-in-education/
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This presentation focuses on the Theory of Cognitive Development given by Jean Piaget. It includes the life history of Jean Piaget, the meaning of cognition and cognitive development, the stages of development given by Piaget and the educational implications of the theory.
ABSTRACT : Teaching and learning is an infinite process. The process takes change by the time as according to the need of learner himself and societal needs. Now-a-days there is a vogue of using experiences in learning. The approach which is related to using experiences and correlate them with ones daily life is known as constructivism. Constructivist learning is based on students’ active participation in problem solving and critical thinking. It is affected by many school of ideas like Pragmatism, Existentialism and Reconstructionism with minor differences. It is a natural process of teaching and learning where teacher, learner, curriculum and assessment all revolves round the reality. It affects learners, social, psychological and emotional aspects to full extent. It is helpful in learning without burden. The purpose of this approach is to learn and teach happily and practically.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
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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.
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2. WHAT IS IT EVEN?
• Constructivism states that individuals craft their own understanding and knowledge of the
world, through experiencing things and learning from those experiences.
• Psychologists believe that the mind filters input from the world, therefore creating its own
reality.
• Constructivism teaches that learners do not transfer knowledge from the outside world into
their memories, rather they build personal interpretations of the world based on previous
experiences (Ertmer&Newby).
3. MODEL OF LEARNING ACCORDING TO
CONSTRUCTIVISTS…
Discovery Learning(Brunner)
-In a discovery learning setting a student is placed in problem solving situations where
he/she would be required to draw on past experiences and existing knowledge to
discover facts, relationships, and new information.
-The upside of the discovery learning theory is that students are more likely to retain
knowledge acquired by real world experiences, rather than by “good ole fashion” school
work.
4. MODELS CONTINUED…
Cognitive Development theory 1970 / Conception of equilibration 1985(Piaget)
- Piaget (1970) proposed that children progress through a sequence of four stages,
according to the differences in their cognitive development. Limited by their own
knowledge in the different developmental stages, learners cannot be taught tasks that they
have not reached in their developmental stages.
-In 1985 he later expanded his theory to explain how new information is shaped to fit
with the learner's existing knowledge and how existing knowledge shapes what they are
learning. The major concepts in this process are…
1. Assimilation- occurs when a learner perceives new objects or events in
terms of existing schemes or operations, and is compared with previous
knowledge.
2. Accommodation- occurs when existing schemes or operations must be
modified to account for a new experience.
3. Equilibration- occurs when assimilation and accommodation are achieved.
5. MODELS CONTINUED…
Language, Culture, and Knowledge(Vygotsky)
-In 1934 Vygotsky emphasized the role of language and culture in cognitive development,
and in how we perceive the world. He claimed that they provide frameworks through
which we experience, communicate, and understand reality.
-Vygotsky believed that learning takes place within the Zone of Proximal Development.
In this theory, students with the help of adults or children who are more advanced can
learn concepts or ideas that they couldn’t grasp on their own.
6. WHAT I AGREE WITH &WHY
• I agree with all of the constructivist’s theories, because I believe that students learn best
adding onto experiences that they already went through.
• My favorite word in psychology was metacognition (thinking about thinking). My instructor
emphasized that students learn best if they make connections within their own thinking
processes. If the student is aware of his/her own thoughts they can tackle something that is
already easy/familiar to them. This not only helps the material stick to their brain, but it gives
them a huge confident boost since they are only building onto something they learned before.
7. NOT FOR ME
• Behaviorism is technically only concerned with observable stimulus response behavior, and
states that all behavior is learned from interactions from your environment.
• Behaviorists believe that we learn behavior through classical or operant conditioning.
Therefore, saying that all babies are born with a blank mind and are trained through their
environment.
I disagree with this theory, because I believe that human beings are capable of an independent
thinking function even from birth. I believe that you can train a dog through operant and
classical conditioning; however a student has the capacity to learn on his/her own without
having to constantly be triggered to do so.
Commands, memorization, and repetition should not be the primary way students are taught.
8. MY PLANNING
• I believe that the constructivism theory will be what I implement in my classroom. Students
are smart enough to be able to think, and make connections for themselves. I want to run a
student centered classroom, and I believe that giving my students the freedom to guide their
own learning will make them stronger individuals in the future. Vygotsky’s zone of proximal
development is a great tool to use, in order to see where the students stand in their learning.
Individuals are trusted to make their own world connections with the help of an adult or
peer; yet an educator can assess what they have mastered or need work on without having to
constantly test them. Constructivism brings a sense of trust between an educator and a
student. It also gives students a great amount of confidence, that not a lot of other theories
offer.
9. UTILIZATION
• The constructivism theory will be used in my classroom through everyday problem solving,
partner work, or even small group based learning.
• The theory mentions that students work better if they are allowed guide their own thinking
processes, rather than be given lectures or even handed the answers.
• When learning something complicated, as an educator I will allow the students to make their
own world problems based on experiences they have already encountered.
• If the students are not understanding a certain concept they will be allowed to discuss the
concept with their peers, and see if they understand it that way.
• Lectures will be rare, yet hands on activities will be plenty. The students will learn to add
onto previous topics that were already mastered.
10. MY MOTTO
“ Today’s accomplishments
were yesterday’s
impossibilities”
Robert H. Schuller
11. REFERENCES
Mcleod, Saul. “Behaviorist Approach.” Simply Psychology, Simply Psychology, 5 Feb. 2017,
www.simplypsychology.org/behaviorism.html.
“Constructivism as a Paradigm for Teaching and Learning.” THIRTEEN - MEDIA WITH IMPACT,
Educational Broadcasting Corporation,
www.thirteen.org/edonline/concept2class/constructivism/.
“Constructivism.” Warm up Exercises and Icebreakers - Group Work - The University of Sydney,
11 Jan. 2018, sydney.edu.au/education_social_work/learning_teaching/ict/theory
/constructivism.shtml.
“Education Theory/Constructivism and Social Constructivism.” UCD OER Wiki,
www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivim.
