Post on 13-Jan-2015
Embed Size (px)
DESCRIPTIONGroup presentation for ed 5210 class. Summer 08
- 1. Teachers as Agents of Change:Constructivism, Differentiated Instruction and Multiple Intelligence Group II: Dareshanie Graham Stacie Gida Ian Morris
2. Constructivism -a philosophy of learning that stresses that individuals understand the world by reflecting on their experiences -each individual has their own framework for making sense of the world 3. Constructivist Learning Environment Learners actively involved Democratic Student-centered/ Interactive StudentResponsibility/ Autonomy 4. Purpose of Learning
- Students construct their own meaning, not just memorizing facts
- Learning is measured by making assessment part of the learning process
- Student-Lead Learning
5. How is Constructivism applied in the classroom?
- Impact on Teaching Teacher as model/coach
- No two children are alike
- No two children learn in an identical way
- An enriched environment for one student may not be enriching for another
- In the classroom we should teach children to think for themselves
7. Differentiated Instruction contd
- There are generally several students in any classroom who are working below or above grade level
- This means providing 3 or 4 different options for students in any given class to value students strengths and weaknesses
8. Four Ways to Differentiate
- 1. Differentiate the Content/ Topic
- * content can be described as the knowledge, skills, and attitudes we want children to learn.
- * Differentiation in content requires that students are pre-tested so the teacher can identify the students' strengths.
- * Another way to differentiate content is simply to permit students to accelerate their rate of progress.
- 2. Differentiate the process/ activities
- * Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore concepts.
- * Give students alternate paths to manipulate the ideas embedded within the concept.
- * Graphic organizers, maps, diagrams, or charts displaying their comprehension of concepts .
9. Four Ways to Differentiate contd
- 3.Differentiating the Product
- * Differentiating the product means varying the complexity of the product that students create to demonstrate mastery of concepts.
- * Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires more advanced thinking. * Sometimes its motivating to offer choice of product.
- 4.Differentiating Environment/ Learning style .
- * Environment--lighting/ posters (or visual distracters)/ technology/ seating/ multiple intelligence.
- Learning styles should all be utilized to be effective.
- Howard Gardner
- *Background of theory*
- * Multiple Intelligence offers teachers assistance by fostering deep metacognitive understanding*
- Verbal-Linguistic Intelligence
- Logical/Mathematical Intelligence
- Musical Intelligence
- Visual-Spatial Intelligence
- Bodily-Kinesthetic Intelligence
- Interpersonal Intelligence
- Intrapersonal Intelligence
- Naturalist Intelligence
- Existential Intelligence
- Visit this fun/interactive activity to explore your own multiple intelligences :
12. 13. Linking Constructivism, Differentiated Instruction and Multiple Intelligence Theory
- Multiple Intelligenceaids teachers in easily creating more personalized and diversified instructional experiences ( Differentiated Instruction)
- Constructivismsays that students have their own framework for understanding the world andmultiple intelligencessheds light on different ways can understand and interpret that world.
- Gardner, H. (1983) Frames of mind: the theory of multiple intelligences. New York: Basic Books.
- http://www.chariho.k12.ri.us/curriculum/MISmart/MImapDef.HTMAccessed: June 8,2008
- http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.htmlAccessed June 9 , 2008.