Constructivism IP&T 301 Suzy Cox. Visual Metaphor for Learning Do you agree with this?
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Transcript of Constructivism IP&T 301 Suzy Cox. Visual Metaphor for Learning Do you agree with this?
![Page 1: Constructivism IP&T 301 Suzy Cox. Visual Metaphor for Learning Do you agree with this?](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d845503460f94a6b53d/html5/thumbnails/1.jpg)
Constructivism
IP&T 301Suzy Cox
![Page 2: Constructivism IP&T 301 Suzy Cox. Visual Metaphor for Learning Do you agree with this?](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d845503460f94a6b53d/html5/thumbnails/2.jpg)
Visual Metaphor for Learning
• Do you agree with this?
![Page 3: Constructivism IP&T 301 Suzy Cox. Visual Metaphor for Learning Do you agree with this?](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d845503460f94a6b53d/html5/thumbnails/3.jpg)
Definition of Learning
• Learning is an active process in which learners construct their own meaning based on prior knowledge and experience.
![Page 4: Constructivism IP&T 301 Suzy Cox. Visual Metaphor for Learning Do you agree with this?](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d845503460f94a6b53d/html5/thumbnails/4.jpg)
Roots of Constructivism
• Piaget• Vygotsky
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Types of Constructivism
• Individual Constructivism• Social Constructivism
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Role of Prior Knowledge
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Prior Knowledge
• Schemas – Draw a house!
• Scripts• Personal theories• Interpretations
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Houses
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Top-down v. Bottom-up
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Conceptual Change
• Easy or difficult? Why?• Example
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Promoting Change
1. Identify existing misconceptions before instruction begins.
2. Convince students that their existing beliefs are inadequate.
3. Motivate students to learn correct explanations.
4. Monitor what students say and write for persistent misconceptions.
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Authentic Activities
• http://www.mcps.k12.md.us/departments/eventscience/Baseball/EBS.BaseballActivities.html
• http://www.fcps.k12.va.us/KingsParkES/technology/t4t/index.htm
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Jerome BrunerTo instruct someone... is not a matter of
getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product.
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Process of Education
Structure Readiness
Intuition Motivation
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Readiness
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How?
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Implications
• Children should be provided with study materials, activities, and tools that are matched to and capitalize on their developing cognitive capabilities
• Incorporate all three methods into instruction where possible.
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Implications
• Present others’ ideas• Emphasize conceptual
understanding• Promote dialogue• Create a community of learners
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The 5 Es
• Engage• Explore• Explain• Elaborate• Evaluate
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Assignments
• Read Ch. 10 (pg. 332-361)• Reading Quiz #5• Extra Credit: Project-based
Learning • Theory Presentation – Albert
Bandura