constructivist theories group2

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Teachers as Agents of Change: Constructivism, Differentiated Instruction and Multiple Intelligence Group II: Dareshanie Graham Stacie Gida Ian Morris

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Page 1: Constructivist Theories Group2

Teachers as Agents of Change: Constructivism, Differentiated Instruction

and Multiple Intelligence

Group II:

Dareshanie Graham

Stacie Gida

Ian Morris

Page 2: Constructivist Theories Group2

ConstructivismConstructivism

-a philosophy of learning that stresses that individuals understand -a philosophy of learning that stresses that individuals understand the world by reflecting on their experiencesthe world by reflecting on their experiences

-each individual has their own framework for making sense of the -each individual has their own framework for making sense of the world world

Page 3: Constructivist Theories Group2

ConstructivistConstructivist Learning EnvironmentLearning Environment

Learners activelyinvolved

Democratic

Student-centered/Interactive

Student Responsibility/

Autonomy

Page 4: Constructivist Theories Group2

Purpose of Learning

Students construct their Students construct their own meaning, not just own meaning, not just memorizing factsmemorizing facts

Learning is measured Learning is measured by making assessment by making assessment part of the learning part of the learning processprocess

Student-Lead Learning

Page 5: Constructivist Theories Group2

How is Constructivism applied in the How is Constructivism applied in the classroom?classroom?

ActivitiesActivities Impact on Teaching“Teacher as model/coach“Teacher as model/coach””

Page 6: Constructivist Theories Group2

No two children are alikeNo two children are alike No two children learn in an identical wayNo two children learn in an identical way An enriched environment for one student An enriched environment for one student

may not be enriching for anothermay not be enriching for another In the classroom we should teach children to In the classroom we should teach children to

think for themselvesthink for themselves

Page 7: Constructivist Theories Group2

Differentiated Instruction cont’dDifferentiated Instruction cont’d

There are generally several students in any classroom who are working below or above grade levelThis means providing 3 or 4 different options for students in any given class to value students strengths and weaknesses

Page 8: Constructivist Theories Group2

Four Ways to DifferentiateFour 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.

Page 9: Constructivist Theories Group2

Four Ways to Differentiate cont’dFour Ways to Differentiate cont’d

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 styleDifferentiating Environment/ Learning style. * Environment--lighting/ posters (or visual distracters)/

technology/ seating/ multiple intelligence. Learning styles should all be utilized to be effective.

Page 10: Constructivist Theories Group2

Multiple Multiple IntelligencesIntelligences

Howard Gardner Howard Gardner *Background of theory*

Page 11: Constructivist Theories Group2

9 9 Multiple Multiple Intelligences

*Multiple Intelligence offers teachers assistance by fostering deep Multiple Intelligence offers teachers assistance by fostering deep metacognitive understanding*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 intelligencesVisit this fun/interactive activity to explore your own multiple intelligences: http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html

Page 12: Constructivist Theories Group2
Page 13: Constructivist Theories Group2

Linking Constructivism, Differentiated Instruction and Multiple Intelligence Theory

Multiple Intelligence aids teachers in easily creating more personalized and diversified instructional experiences (Differentiated Instruction)

Constructivism says that students have their own framework for understanding the world and multiple intelligences sheds light on different ways can understand and interpret that world.

Page 14: Constructivist Theories Group2

Resources

Gardner, H. (1983) Frames of mind: the theory of multiple intelligences. New York: Basic Books.

http://www.chariho.k12.ri.us/curriculum/MISmart/MImapDef.HTM Accessed: June 8,2008

http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html Accessed June 9, 2008.