Constructivist Strategy Questioned. Problem-based, Experiential and Inquiry-based teaching PDF Download
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Author: Paulette Reefer
Publisher: GRIN Verlag
ISBN: 3668336628
Category : Education
Languages : en
Pages : 15
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Book Description
Essay from the year 2015 in the subject Pedagogy - The Teacher, Educational Leadership, grade: B, The University of Liverpool, course: EdD Education, language: English, abstract: The constructivist learning theory based on the psychological theory of the active construction of knowledge by the learner has been bandied by educators and researchers for several decades for use in the classroom as more successful than the traditional transmission model of teaching in virtually every discipline. Often the discourse of the usefulness of the constructivist approach in pedagogy has been pedalled to both the practicing and neophytes’ teachers and lecturers as undisputed and capable of astounding results. Teachers and lecturers, in response, often have simply incorporated some group work and project work in their courses and rationalised that this may be sufficient inclusion of a student centred approach without any greater understanding of what a constructivist approach to teaching or lecturing comprises. Granted that the majority of teachers are given inadequate training for the use of constructivist approaches, they have merely paid lip service to its use and have not in the majority of cases demonstrated the art of engaging with the constructivist approach to the maximum potential. A major problem with the implementation of constructivist approaches is the inadequate training and comprehension of constructivist strategies to be employed in subject-specific domains. This paper offers an examination of the literature from the perspective of the problem of unsatisfactory implementation of constructivist strategies in the classroom.
Author: Paulette Reefer
Publisher: GRIN Verlag
ISBN: 3668336628
Category : Education
Languages : en
Pages : 15
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Book Description
Essay from the year 2015 in the subject Pedagogy - The Teacher, Educational Leadership, grade: B, The University of Liverpool, course: EdD Education, language: English, abstract: The constructivist learning theory based on the psychological theory of the active construction of knowledge by the learner has been bandied by educators and researchers for several decades for use in the classroom as more successful than the traditional transmission model of teaching in virtually every discipline. Often the discourse of the usefulness of the constructivist approach in pedagogy has been pedalled to both the practicing and neophytes’ teachers and lecturers as undisputed and capable of astounding results. Teachers and lecturers, in response, often have simply incorporated some group work and project work in their courses and rationalised that this may be sufficient inclusion of a student centred approach without any greater understanding of what a constructivist approach to teaching or lecturing comprises. Granted that the majority of teachers are given inadequate training for the use of constructivist approaches, they have merely paid lip service to its use and have not in the majority of cases demonstrated the art of engaging with the constructivist approach to the maximum potential. A major problem with the implementation of constructivist approaches is the inadequate training and comprehension of constructivist strategies to be employed in subject-specific domains. This paper offers an examination of the literature from the perspective of the problem of unsatisfactory implementation of constructivist strategies in the classroom.
Author: Linda Torp
Publisher: ASCD
ISBN: 1416601139
Category : Education
Languages : en
Pages : 141
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Book Description
We're all learners on life's journey, and often the messy problems we encounter present us with the best education. Researchers are finding that the same concept holds true for students in our classrooms. Problem-based learning (PBL) is an authentic, experiential form of learning centered around the collaborative investigation and resolution of real-world problems. In PBL, students address a problematic situation from the perspective of a stakeholder in the situation. As both a curriculum organizer and instructional strategy, PBL fosters active learning, supports knowledge construction, integrates disciplines, and naturally combines school learning with real life. In this second edition of their book, Torp and Sage offer opportunities to learn about PBL from a variety of perspectives. New to this edition is an in-depth look at assessing education in and through problem-based learning--how to use assessment not only to see what students have learned during the PBL experience, but also how to use assessment to enhance PBL itself. New examples--from elementary, secondary, and university levels--new charts, and expanded graphics enhance every chapter of this new edition. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: George W. Gagnon
Publisher: Corwin Press
ISBN: 1483361322
Category : Education
Languages : en
Pages : 257
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Book Description
"Very practical and user-friendly . . ." --Linda R. Kroll, Professor Department of Education, Mills College Build student-centered learning into your standards-based curriculum and lesson plans! Educators expect learners to solve problems, think critically, communicate effectively, and collaborate well. These complex processes require young learners to engage in active learning and to understand that their own experience is the foundation for new learning. They also require teachers to move from the traditional role of "sage on the stage" to the new role of "guide on the side." Constructivist Learning Design offers teachers a six-step framework for lesson planning and assessment: Situation: develop goals, tasks, and curriculum standards Grouping: group students and materials, and use cooperative learning Bridge: recall prior knowledge using students′ cognitive maps, skills, values, motivation, and expectations Task: use higher-level thinking skills and problem-based learning Exhibit: arrange student portfolios and work samples Reflection: synthesize critical thinking and knowledge With clear classroom applications and ready-to-use planning templates, this research-based resource guides teachers through the complex process of aligning constructivist learning events with standards-based curriculum. Engage students in tasks, help them think for themselves, and support them in making meaning of their learning!
Author: Sigmund Tobias
Publisher: Routledge
ISBN: 1135847932
Category : Education
Languages : en
Pages : 389
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Book Description
Bringing together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction, this book presents the evidence for and against constructivism and detailed views from both sides of the controversy. A distinctive feature is the dialogue built into it between the different positions.
Author: Linda Torp
Publisher: ASCD
ISBN: 0871202972
Category : Education
Languages : en
Pages : 140
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Book Description
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t.
Author: Bryan Goodwin
Publisher: ASCD
ISBN: 1416631623
Category : Education
Languages : en
Pages : 189
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Book Description
The book that inspired millions of educators to refine their approach to teaching returns for an all-new third edition. Built on a more rigorous research base and updated to emphasize student diversity, equity, and inclusion, The New Classroom Instruction That Works offers a streamlined focus on the 14 instructional strategies proven to promote deep, meaningful, and lasting learning: * Cognitive interest cues * Student goal setting and monitoring * Vocabulary instruction * Strategy instruction and modeling * Visualizations and concrete examples * High-level questions and student explanations * Guided initial application with formative feedback * Peer-assisted consolidation of learning * Retrieval practice * Spaced and mixed independent practice * Targeted support * Cognitive writing * Guided investigations * Structured problem solving These strategies—all of which are effective and complementary—are presented within a framework geared toward instructional planning and aligned with how the brain learns. For each strategy, you'll get the key research findings, the important principles of classroom practice, and recommended approaches for using the strategy with today's learners. Both new and veteran teachers will finish this book with a better understanding of how effective teaching boosts student achievement and a clearer idea of what to do, when to do it, and why.
Author: Daniel Callison
Publisher: Bloomsbury Publishing USA
ISBN: 1610693876
Category : Language Arts & Disciplines
Languages : en
Pages : 267
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Book Description
Defining the progression toward inquiry learning, this book provides an extensive overview of the past five decades and the evolution of inquiry in science, history, language arts, and information literacy studies. Information inquiry is a basic skill for those who examine information as a science, and its principles can be applied across the K-12 curriculum. Built around reflective reviews of more than two dozen articles from School Library (Media Activities) Monthly, this helpful book shows the evolution, adoption, and application of the inquiry learning process to the school library teaching/learning environment. Four levels of inquirycontrolled, guided, open, and freeare explored in association with the emerging national Common Core curriculum and the Standards for the 21st-Century Learner from the American Association of School Librarians. With the growing interest in the concept of inquiry and inquiry learning, you may find yourself needing to distinguish between the existing models and their applications. To help you do that, the book provides you with rich, historical context that clarifies the models, and it also projects future applications of inquiry and learner-centered teaching through school information literacy programs. These new applications, such as graphic inquiry, argumentation for inquiry, and the student as information scientist, offer tangible examples you can use to enrich the expanding information literacy curriculum.
Author: Barbara Oakley, PhD
Publisher: Penguin
ISBN: 0593329740
Category : Education
Languages : en
Pages : 337
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Book Description
Top 10 Pick for Learning Ladders’ Best Books for Educators Summer 2021 A groundbreaking guide to improve teaching based on the latest research in neuroscience, from the bestselling author of A Mind for Numbers. Neuroscientists and cognitive scientists have made enormous strides in understanding the brain and how we learn, but little of that insight has filtered down to the way teachers teach. Uncommon Sense Teaching applies this research to the classroom for teachers, parents, and anyone interested in improving education. Topics include: • keeping students motivated and engaged, especially with online learning • helping students remember information long-term, so it isn't immediately forgotten after a test • how to teach inclusively in a diverse classroom where students have a wide range of abilities Drawing on research findings as well as the authors' combined decades of experience in the classroom, Uncommon Sense Teaching equips readers with the tools to enhance their teaching, whether they're seasoned professionals or parents trying to offer extra support for their children's education.
Author: Bill Cope
Publisher: Routledge
ISBN: 1317273354
Category : Education
Languages : en
Pages : 199
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Book Description
e-Learning Ecologies explores transformations in the patterns of pedagogy that accompany e-learning—the use of computing devices that mediate or supplement the relationships between learners and teachers—to present and assess learnable content, to provide spaces where students do their work, and to mediate peer-to-peer interactions. Written by the members of the "new learning" research group, this textbook suggests that e-learning ecologies may play a key part in shifting the systems of modern education, even as technology itself is pedagogically neutral. The chapters in this book aim to create an analytical framework with which to differentiate those aspects of educational technology that reproduce old pedagogical relations from those that are genuinely innovative and generative of new kinds of learning. Featuring case studies from elementary schools, colleges, and universities on the practicalities of new learning environments, e-Learning Ecologies elucidates the role of new technologies of knowledge representation and communication in bringing about change to educational institutions.
Author: Xinghua Wang
Publisher: Springer
ISBN: 9811040206
Category : Education
Languages : en
Pages : 143
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Book Description
This book discusses the significance of flexible scripting to structure CSCL against the framework of “Script theory of guidance” and reports on findings from two empirical studies on the effects of flexible scripting on collaboration in CSCL scenarios. In the first empirical study flexibility was accomplished through adaptivity, and through adaptability in the second. The results of these studies show that adaptive and adaptable scripts enhanced the quality of collaborative knowledge construction processes as well as learners’ collaboration skills, compared to inflexible scripts. The findings presented in this book will contribute to theory building of the scripting approach in CSCL. The authors propose two innovative ways of achieving flexible scripting and address the mechanisms by which adaptive versus adaptable script influences collaborative knowledge construction. Moreover, the adaptive and adaptable scripting approaches provide hands-on examples for practitioners and contribute to their understanding of teaching design in CSCL settings.
