Constructivism is a theory of learning that states that individuals create their own understanding and knowledge from their experiences. According to constructivism, learning occurs as learners are actively engaged in making meaning by connecting new information to prior knowledge through hands-on exploration and discovery. Key principles of constructivism include linking new concepts to existing knowledge, using real-world problems and experiments to promote understanding, and placing emphasis on meaningful learning activities rather than rote memorization. In the classroom, constructivist teaching strategies include collaborative and project-based learning to encourage critical thinking skills based on Bloom's Taxonomy. Differentiating instruction to accommodate different learning styles and providing a creative learning environment also support the constructivist approach.

1. Impact of instructional theories on Student Critical, Creative thinking, and Classroom Environment Nature of Schools, ED 5210 Group Assignment Week 2 July 12, 2010

2. Constructivism Created by Jean Piaget and John Dewey A theory that states people construct their own understanding and knowledge learn through their experiences and reflections. Knowledge is not transmitted from one person to another, but is constructed by each individual. Students learn by linking new information to previous knowledge. Learning is through exploration and discovery

3. What is Constructivism?

4. Key Principles by Jean Piaget for Teaching Learning is an active process Direct experience, making errors, and looking for solutions are very important in the learning process. When information is introduced as an aid to problem solving, it functions as a tool instead of arbitrary information. Assimilation is when a person takes an experience and incorporates that into an already existing framework within themselves. Accommodation is re-framing a person's mental representation of the world to fit new experiences

5. Applications for Learning in the Classroom Instruction must correspond with the experiences that make the student want to learn Instruction must be structured so it can be easily understood by the students Instruction should be designed so that the student can build new ideas and concepts from old ones Use experiments and real world problem solving techniques Less emphasis on isolated skill exercises and more on learning with meaningful activities (i.e. operating a class bank or writing a class newspaper).

6. Gardner’s Multiple Intelligences Verbal-Linguistic Mathematical-Logical Musical Visual-Spatial Bodily-Kinesthetic Interpersonal Intrapersonal Naturalist Existential

8. Traditional Intelligence can be measured by short-answer tests. 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. In practice, teachers teach the same material to everyone. Teachers teach a topic or subject. Assessment by tests that value process over the final answer. Each person has a combination all of the intelligences. We can all improve each of the intelligences. MI’s reflect different ways of interacting with the world. Teach and assess individual intellectual strengths and weaknesses. Structure learning around an issue or question and connect subjects M I

9. All humans - all nine Each person - different composition Education – address MI of students MI - different areas of the brain MI - work independently or together Define the human species Multiple Intelligences

10. Critics of MI It's not new . It isn't well defined . It's culturally embedded . It defeats National Standards . It is impractical .

11. Constructivism & Critical Thinking "It is the supreme art of the teacher to awaken joy in creative expression and knowledge." - Albert Einstein

12. Critical Thinking Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Criticalthinking.org ). The constructivist approach focuses on students building their own understanding of new ideas. In order to construct this knowledge students must think critically. The key model oriented with critical thinking is Bloom's Taxonomy.

13. Bloom's Taxonomy A hiercheal model of the cognitive process http://www.nwlink.com/~donclark/hrd/bloom.html

14. Bloom's Levels 1. Knowledge or Remembering: Students are able to recall information 2. Comprehension or Understanding: Students understand the information. 3. Application: Students use information learned within another situation. 4. Analysis: Students are able to sort through and oranize information. 5. Evaluating: Students are able to assess and make judgements about infomation learned. 6. Creating: Students are able to bring all the information together in order to create meaning. http://www.nwlink.com/~donclark/hrd/bloom.html

15. Bloom's Taxonomy in the Classroom Can be used in any lesson Ex. Science teachers in Miami use a technique that aligns with Bloom's ( http://www.miamisci.org ) Engage Explore Explain Evaluate Extends student's thinking skills Fosters creating new meaning

16. Constructivism & Creative Classroom Environment Creative Classrooms have a positive effect on students learning. In connection with constructivism students must be engaged in the learning process in order to progress through the levels of Bloom's. Use Multiple Intelligence to support the learning environment.

17. In the Classroom... Teaching Strategies: Collaborative Learning Project base Learning Cooperative Learning Differentiated Instruction Discovery Based Learning Use of Technology High Student Engagement (Active Learning)

18. Differentiation What is it? Treating students with different strengths and different needs differently. Recognizing students' differences. Providing respectful, appropriately challenging tasks. Offering multilevel input and requests for output using flexible grouping. Carrying out ongoing assessment and adjustment.

19. How can we differentiate? 1. Language- both input and expected output. Adapt and adjust oral language w Check comprehension and adjust teaching: paying attention to what is learned , not only what is taught. 2. Content offered to students language and literacy levels, cognitive challenge... -Pre-assessment -Tasks based on needs -Student choice -Alternate resources

20. 3. Process of using content (including levels of scaffolding) Cooperative Learning Provides practice and negotiation of meaning through purposeful language and communication w Students learn from one another, and from teaching one another w Starter strategies: – Think-Pair-Share – Numbered Heads Together – Line-Up – Carrousel

21. 4. Products expected from students Managing, using, and assessing skills that have been taught and learned – E.g., learners highlight skills they are responsible for on an editing checklist. Think-Pair-Share This structure can be used for a wide variety of activities 1. Pose a challenge or question 2. Give learners time to think (or jot notes) about it 3. Pair students and have them share their responses to the question 4. Have pairs join a second pair. Each person shares his/her partner’s ideas with the group. 5. Alternatively, select a few students to share their ideas with the full group.

22. Video of differentiation

23. 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