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					                  Constructivism

                        Presented to the
                      Adult Education Staff
                  Western Quebec Career Centre
                            02-10-11

Ainsley B. Rose               02-10-11
                  Outcomes
   Construct an understanding of the
    “constructivist approach”

   Create questions about “Constructivism”
    for further study

   Develop one “Constructivist” lesson plan

Ainsley B. Rose
Tell    me all you
     know about the
     word
     “Constructivism”
Ainsley B. Rose
                       Question?
   What is the difference between the words:


                  INSTRUCT

                             CONSTRUCT


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                         Activity
   Think back to things you have learned
    recently ( things to know or things to do)
        E.g.
            Learning to cook and new recipe
            Learning about a new computer programme
            Any special interest hobbies




   How did you learn them?

Ainsley B. Rose
                  Activity


Inuit


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                  Break Time




Ainsley B. Rose
    Which container holds the most?

                     The purpose of
                     the activity is to
                     understand the
                     concepts of
                     cylinder, volume,
                     and surface.


Ainsley B. Rose
                  Summary
In     your groups create a
    list of the main features
    of “constructivist
    learning.”

Ainsley B. Rose
 Four Principles of Learning

      New learning is shaped    Much learning occurs
         by the learner’s         through social
         prior knowledge            interaction



                          STUDENTS
                                 Successful learning
        Learning is tied
                                 involves the use of
     to particular situations
                                 numerous strategies



Ainsley B. Rose
  New learning is shaped by
the learner’s prior knowledge.
   The knowledge a learner already holds
    in permanent memory has the potential
    to facilitate learning.
   The teacher should provide the learners
    with opportunities to access that prior
    knowledge so that it can be used to
    facilitate learning.

Ainsley B. Rose
   Much learning occurs
 through social interaction.
   Learning is largely a social process.
   Teachers who recognize the social
    process of learning treat their classes,
    not as a collection of individuals, but as
    a small community of learners whose
    members are learning together.


Ainsley B. Rose
  Learning is closely tied to
    particular situations.
     Learning constructed in one situation is not easily
      adapted for use in another situation.
     We create knowledge as we go, and it is crafted,
      adapted to the very situations we are in.
     Teachers need to think through very carefully what
      the potential aspects of being competent outside of
      school are – then try to mimic those as closely as
      possible in school in forms that novice performers
      can manage.


Ainsley B. Rose
              Successful learning -
              numerous strategies.
      A learning strategy is a plan of action without a
       guaranteed outcome.
      Learning strategies can and should be explicitly
       taught.
      Universal learning strategies, such as comparing and
       contrasting, elaborating etc., should be learned and
       used.
      Learning strategies facilitate the learner’s ability to
       organize information which enables complex thinking.


Ainsley B. Rose
Learning is a matter of the life
        of the mind.
      It is important that people:
            - think about what they are learning
            - imagine what they are learning
            - make connections to what they
            already know
            - seek evidence to support what they
                    know

Ainsley B. Rose
     Learning is a matter of the
          life of the mind.
      Teachers who understand this can encourage
       the active processing of information.
      Teachers can encourage students to work
       together cooperatively and collaboratively,
       thereby, helping each other to articulate their
       thoughts and ideas to one another and learn
       from one another.

Ainsley B. Rose
                    The Retention Inversion
adapted from David and Roger Johnson

                                                90%
                                       5%     LECTURE
                                  SPEECH
                                                 75%
                                       10%
                                  READING      READING
                                                 50%
                                       20%
                                             AUDIO-VISUAL
                              AUDIO-VISUAL
                                                  30%
                                   30%
                                             DEMONSTRATION
                           DEMONSTRATION
                                                  20%
                                   50%         DISCUSSION
                                                 GROUP
                             DISCUSSION
                               GROUP              10%
                                   75%           DOING

                      PRACTICE BY DOING
                                                 TEACH
                           90%                     5%
                                                         COOPERATIVE
      Ainsley B. RoseTEACHING OTHERS
                                                          LEARNING
                  Teaching vs. Learning

Constructivism     is an
    explanation of learning
    rather than a detailed
    approach to teaching.
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                  “Paradigm Shift”




Ainsley B. Rose
                  Definition
“    Constructivism basically means
    that a learner actively builds, or
    constructs, his or her own
    knowledge – and continually
    rebuilds it to account for new
    information that doesn't fit the old
    knowledge”*   David Dillon, McGill University, December 2000


Ainsley B. Rose
                  Approaches to Consider
 Project learning
 Problem based learning
 Inquiry method
 Multiple Intelligences



“Mission Impossible”

Ainsley B. Rose
                  Coffee Activity
   Without using percent, fractions, ratios, portions
    or math principles of any kind, construct an
    explanation of which of the two following
    “coffee” mixtures is more milky or are they
    equally milky? Be prepared to explain your
    solution: where c=coffee m=milk

      cccc/mmm           ccc/mm


Ainsley B. Rose
                  “The Big Question”
   E.g.
        Why is life as it is in a pond?
        What is the effect of light on the pond?
        What nutrients control life in the pond?
        What are the relationships among different kinds of
         life in the pond?


                     “Reconnecting the Sciences” Education Leadership
                      Magazine. May 1996 Vol.53, NO. 8 pages 4-8




Ainsley B. Rose
                  “The Big Question”
   E.g.
        Students were asked to design a Mars – like
         base for human habitation
            How   do we get to Mars?
            What conditions exist on Mars?
            Is colonization a right of our species?
            How can a sustainable habitat be created?




Ainsley B. Rose
    Checklist for “Big Questions”
   Does it go to the heart of the matter?
   Can the question be addressed in many
    subjects?
   Does it promote thoughtful habits of mind?
   Is the question too broad or too narrow?
   Does it generate “personalized” interest?
   Does it lend itself to real world applications?*
                     Courtesy of Grant Wiggins, CLASS




Ainsley B. Rose
    The Right Answer!


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                  VIDEO PRESENTATION




Ainsley B. Rose
                  My Constructivist
                    Classroom




Ainsley B. Rose
Other Related Ideas to Compliment
    a Constructivist Classroom
 Six Facets of Understanding
 Understanding by Design
 Habits of Mind
 Uncoverage
 Cooperative learning
 Scoring Rubrics
 Backward design

Ainsley B. Rose
            Ancient Chinese Proverb


                  I    hear and I forget.

                  I   see and I remember.

             I        do and I understand.
Ainsley B. Rose
                  Stages of Learning

 Unconscious Incompetence   Conscious Incompetence




 Conscious Competence       Unconscious Competence




Ainsley B. Rose
                  William Arthur Ward

The Mediocre teacher tells;
The Good teacher explains;
The Superior teacher demonstrates;
The Exceptional teacher inspires.

Ainsley B. Rose
Ainsley B. Rose

				
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