Constructivist Group2

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Group presentation for ed 5210 class. Summer 08

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<ul><li> 1. Teachers as Agents of Change:Constructivism, Differentiated Instruction and Multiple Intelligence Group II: Dareshanie Graham Stacie Gida Ian Morris</li></ul> <p> 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 </p> <ul><li>Students construct their own meaning, not just memorizing facts </li></ul> <ul><li>Learning is measured by making assessment part of the learning process </li></ul> <ul><li>Student-Lead Learning </li></ul> <p> 5. How is Constructivism applied in the classroom? </p> <ul><li><ul><li><ul><li><ul><li><ul><li>Activities </li></ul></li></ul></li></ul></li></ul></li></ul> <ul><li><ul><li><ul><li><ul><li><ul><li>Impact on Teaching Teacher as model/coach </li></ul></li></ul></li></ul></li></ul></li></ul> <p> 6. </p> <ul><li>No two children are alike </li></ul> <ul><li>No two children learn in an identical way </li></ul> <ul><li>An enriched environment for one student may not be enriching for another </li></ul> <ul><li>In the classroom we should teach children to think for themselves </li></ul> <p> 7. Differentiated Instruction contd </p> <ul><li>There are generally several students in any classroom who are working below or above grade level </li></ul> <ul><li>This means providing 3 or 4 different options for students in any given class to value students strengths and weaknesses </li></ul> <p> 8. Four Ways to Differentiate </p> <ul><li>1. Differentiate the Content/ Topic </li></ul> <ul><li>* content can be described as the knowledge, skills, and attitudes we want children to learn. </li></ul> <ul><li>* Differentiation in content requires that students are pre-tested so the teacher can identify the students' strengths. </li></ul> <ul><li>* Another way to differentiate content is simply to permit students to accelerate their rate of progress. </li></ul> <ul><li>2. Differentiate the process/ activities </li></ul> <ul><li>* Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore concepts. </li></ul> <ul><li>* Give students alternate paths to manipulate the ideas embedded within the concept. </li></ul> <ul><li>* Graphic organizers, maps, diagrams, or charts displaying their comprehension of concepts . </li></ul> <p> 9. Four Ways to Differentiate contd </p> <ul><li>3.Differentiating the Product </li></ul> <ul><li>* Differentiating the product means varying the complexity of the product that students create to demonstrate mastery of concepts. </li></ul> <ul><li>* 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. </li></ul> <ul><li>4.Differentiating Environment/ Learning style . </li></ul> <ul><li>* Environment--lighting/ posters (or visual distracters)/ technology/ seating/ multiple intelligence. </li></ul> <ul><li>Learning styles should all be utilized to be effective. </li></ul> <p> 10. MultipleIntelligences </p> <ul><li>Howard Gardner</li></ul> <ul><li>*Background of theory* </li></ul> <p> 11. 9MultipleIntelligences </p> <ul><li>* Multiple Intelligence offers teachers assistance by fostering deep metacognitive understanding* </li></ul> <ul><li>Verbal-Linguistic Intelligence</li></ul> <ul><li>Logical/Mathematical Intelligence </li></ul> <ul><li>Musical Intelligence </li></ul> <ul><li>Visual-Spatial Intelligence </li></ul> <ul><li>Bodily-Kinesthetic Intelligence </li></ul> <ul><li>Interpersonal Intelligence </li></ul> <ul><li>Intrapersonal Intelligence </li></ul> <ul><li>Naturalist Intelligence </li></ul> <ul><li>Existential Intelligence </li></ul> <ul><li>Visit this fun/interactive activity to explore your own multiple intelligences : </li></ul> <ul><li>http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html </li></ul> <p> 12. 13. Linking Constructivism, Differentiated Instruction and Multiple Intelligence Theory </p> <ul><li>Multiple Intelligenceaids teachers in easily creating more personalized and diversified instructional experiences ( Differentiated Instruction)</li></ul> <ul><li>Constructivismsays that students have their own framework for understanding the world andmultiple intelligencessheds light on different ways can understand and interpret that world. </li></ul> <p> 14. Resources </p> <ul><li>Gardner, H. (1983) Frames of mind: the theory of multiple intelligences. New York: Basic Books.</li></ul> <ul><li>http://www.chariho.k12.ri.us/curriculum/MISmart/MImapDef.HTMAccessed: June 8,2008 </li></ul> <ul><li>http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.htmlAccessed June 9 , 2008. </li></ul>