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.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
This is an introduction to theories based on cognitivism as a an underlying learning theory with ideas of how teachers could adopt these in a teaching context.
Self directed learning a learner centered approachRajeev Ranjan
Self Directed Learning is a learner centered approach. SDL essentially believes in learners’ autonomy to learn. Malcome Knowles defined Self Directed Learning approach as “---‘… in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes, Malcom Knowles (1975: 18).” Long back famous educationist John Dewey stated that “the most important attitude that can be formed is that of the desire to go on learning. So the desire to learn can form basic of learning.
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.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
This is an introduction to theories based on cognitivism as a an underlying learning theory with ideas of how teachers could adopt these in a teaching context.
Self directed learning a learner centered approachRajeev Ranjan
Self Directed Learning is a learner centered approach. SDL essentially believes in learners’ autonomy to learn. Malcome Knowles defined Self Directed Learning approach as “---‘… in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes, Malcom Knowles (1975: 18).” Long back famous educationist John Dewey stated that “the most important attitude that can be formed is that of the desire to go on learning. So the desire to learn can form basic of learning.
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.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
18. References Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. NY: BasicBooks, 1983. Gardner, Howard. Intelligence Reframed: Multiple Intelligence for the 21st Century. NY: Basic Books, 1999. Thirteen Ed Online. (2004). Workshop: Tapping into multiple intelligences. In Concept to classroom. Retrieved from http://www.thirteen.org/edonline/concept2class/mi/index.html Thirteen Ed Online (2004). Constructivism as a Paradigm for Teaching and Learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html Constructivist Theories (2008). Retrieved from http://starfsfolk.khi.is/solrunb/construc.htm Critical Thinking Definition (2009). Retrieved from http://www.criticalthinking.org/aboutct/define_critical_thinking.cfm Bloom's Taxonomy Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
Editor's Notes
Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timber Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize accurately and abstractly Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle objects skillfully Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires of others. Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes Naturalist Intelligence -- ability to recognize and categorize plants, animals and other objects in nature Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.
Traditional Intelligence can be measured by short-answer tests: Stanford-Binet Intelligence Quotient Wechsler Intelligence Scale for Children (WISCIV) Woodcock Johnson test of Cognitive Ability Scholastic Aptitude Test People are born with a fixed amount of intelligence. Intelligence level does not change over a lifetime. Intelligence consists of ability in logic and language. Teachers teach a topic or subject. +++++++++++++++++++++++++++++++++++++++++++++ Multiple Intelligence Theory Assessment of an individual's multiple intelligences can foster learning and problem-solving styles. Short answer tests are not used because they do not measure disciplinary mastery or deep understanding. They only measure rote memorization skills and one's ability to do well on short answer tests. Some states have developed tests that value process over the final answer, such as PAM (Performance Assessment in Math) and PAL (Performance Assessment in Language) Human beings have all of the intelligences, but each person has a unique combination, or profile. We can all improve each of the intelligences, though some people will improve more readily in one intelligence area than in others. M.I. pedagogy implies that teachers teach and assess differently based on individual intellectual strengths and weaknesses. Teachers structure learning activities around an issue or question and connect subjects. Teachers develop strategies that allow for students to demonstrate multiple ways of understanding and value their uniqueness.
According to Gardner, All human beings possess all nine intelligences in varying amounts. Each person has a different intellectual composition. We can improve education by addressing the multiple intelligences of our students. These intelligences are located in different areas of the brain and can either work independently or together. These intelligences may define the human species.
Critics of the theory say that: It's not new . Critics of multiple intelligence theory maintain that Gardner's work isn't groundbreaking -- that what he calls "intelligences" are primary abilities that educators and cognitive psychologists have always acknowledged. It isn't well defined . Some critics wonder if the number of "intelligences" will continue to increase. These opposing theorists believe that notions such as bodily-kinesthetic or musical ability represent individual aptitude or talent rather than intelligence. Critics also believe that M.I. theory lacks the rigor and precision of a real science. Gardner claims that it would be impossible to guarantee a definitive list of intelligences. It's culturally embedded . M.I. theory states that one's culture plays an important role in determining the strengths and weaknesses of one's intelligences. Critics counter that intelligence is revealed when an individual must confront an unfamiliar task in an unfamiliar environment. It defeats National Standards . Widespread adoption of multiple intelligence pedagogy would make it difficult to compare and classify students' skills and abilities across classrooms. It is impractical . Educators faced with overcrowded classrooms and lack of resources see multiple intelligence theory as utopian.