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Project 2

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Toby garcia

on 7 December 2013

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Transcript of Project 2

In my opinion, I prefer constructivist teaching and assessment methods. Everyone has their own opinion between these two teaching methods but I believe the constructivist methods help students learn more and want to learn more. I have always preferred working hands-on with any type of class work. It is a lot more fun than just listening to a professor lecture and losing focus. This method keeps you focused, makes you think, and makes you solve problems. You get to communicate with your group and understand more by the experiences you and they have had with that certain subject or activity. This teaching method helps me remember what I l Usually when working with groups you will have to make a power point or portfolio to present to your class but this way one student will not have to present by himself/herself. For tests, you have the chance to talk with your group and reassure which answer is right rather than you taking it by yourself and forgetting what you studied or completely blanking out.
Objectivist Model
1) It limits the students to the knowledge that's being taught to them.
2) It limits the students creativity due to them being taught the exact way to solve the problem
3) It's easy for a teacher to get lazy and stop comming up with innovative ways to teach.

Constructivist Model
1) Its easier to follow a set curriculum.
2) Evaluating students with standardized test is less complicated.
3) Easy to find objectivist teaching methods.
1) Since it's based on how the student learns it's often more work for teachers.
2) It's harder to evaluate each individual student since it allows them to find answers in different ways.
1) Students are able to come up with different ways to solve problems promoting their creativity.
2) Allows teachers to come up with more creative teaching plans to get the students attention.
3) Since it allows for unorthodox lesson plans students tend to engage in activities better therefore learning more.

The Constructivist Teaching Model
Isadora Freitas
Jennifer Kowalski
Toby Garcia
Antonio Gavia
Alfredo Jose Ahumada
Due to the constructive model's open invitation to creativity the class instructor is able to teach his or her alumni with a variety of forms that vary from classic games to sophisticated computer hardware and software used in audiovisual resources, this widely open advantage gives the flexibility to the instructor to use both traditional and non-traditional approaches that satisfies the needs of the majority of students in a classroom rather than just using one sole approach that might or might not work in a classroom depending of each of the children's best way to acquire the knowledge, that's why the constructivist approach makes emphasis in metacognition as a process of "teaching them how to learn" because in order to learn for students they have to know how to do it, theoretically each of the students has 9 kinds of recognized intelligence that vary in degrees based upon genetics and experience, given this a group of 25 students in a classroom multiplied by the 9 kinds of recognized intelligence gives us a total of 225 repeated but different and combinable degrees of learning based on each student's capability. Below is an explanation of these 9 kinds of intelligence and how the teachers can aid the development of them:
he intrapersonal intelligence emphasizes in the cognitive/internal communication of the student, this kind of intelligence involves the development of a sending, receiving and feedback process language that is developed in the early childhood experience of the student with his or her parents or tutors and set to practice during the learning process at school. The degree of effectiveness of this intelligence varies depending on the degree of early communication received since during the first development stages after born, the brain starts disconnecting all its areas that are going to be used along the individual's life to think. Individuals with this kind of intelligence tend to know themselves better and by subsequent are more open to dialog than the ones preferring the directive system.
he constructivist model emphasizes in the development of creativity problem solving and the metacognition of "teaching them how to know things", all of the recognized kinds of intelligence are accepted and implemented by this model to polish the students' skills and all of them are reinforced by the collective learning approach to teach the students how to interact within the society. The constructivism approach explains how the knowledge is learned by students after being taught with something that was previously thought, developed, mended and improved based on previous experiences.
emarkable students with this kind of intelligence tend to be good at learning with both lectures and audio rather than visual, they also find it easy to compose rhythms, melodies and poetry, despite their pro-efficiency using their own language this knowledge doesn't extend in the same way than the logistic-verbal intelligence. School teachers might find it easy to teach students developing this intelligence by using instruments, songs, verses and art-resembled lectures.
his intelligence is based on the right side of the brain in charge of socialization, students with this kind of intelligence tend to be more interactive than the logistic-mathematical oriented, some of the verbal intelligence developers are more hyperactive and tend to like teamwork, students pro-efficient with this kind of intelligence are the future lawyers, school teachers, psychologists and politicians, these students tend to like a more constructive way of teaching since social sciences developed earlier than exact rational sciences.
ogistic-Mathematical Intelligence: this intelligence is based on the development of the brain area in charge of rationality (left lobule), pro-efficient individuals with this intelligence have a higher IQ than the average population and are capable of experimenting, reasoning, adding and subtracting logical information in which there is an exact answer for every case as opposed to the social sciences in which everything is open to debate. A considerable lack of this intelligence tends to incline the students for a non-math oriented degree, the students that are pro-efficient with logistic-mathematical intelligence usually lack the interpersonal intelligence of other social sciences professionals. In the Constructivist teaching model this leads to a lower degree of understanding the essential subjects such as Civil Ethics, Writing Skills and Speech.
tudents with this intelligence tend to be more sports' oriented and have a higher degree of physical performance than the average people, children with this intelligence prefer practice rather over theory (constructive over directive) as well as interactive activities in which a degree of physical performance is involved rather than just limiting to explore the theoretical information, for example: classroom classical non-computer games that involve a degree of physical effort to cognitively recognize, analyze and obtain the learning, a school teacher might use a hopscotch game to teach his or her students the numbers from 1 to 10, use real apples for teaching adding and subtracting and take 50 students to an open field assigning them the name of a state and putting them in distances from each other to teach them geography.
lthough this intelligence is linked to religious affairs it can be used in both: a religious and a laic school system, this is due to the fact that spirituality has nothing to do with religious affiliations and even an atheist-laic school system can teach the inherited beliefs from the Jewish-Christian approach of what is right and what is wrong in our society without relating these issues to any belief, a school teacher might find it easier to educate his or her students in civism and civil ethics by using philosophies from different cultures and backgrounds, the well known "karma" of oriental Buddhism without being a Buddhist by teaching them that people that do bad things usually receive the same from life in exchange and by using the Christian approach of both the moral and legal implications of stealing as a bad thing to do without mentioning a deity. Students with prominence in this intelligence tend to praise non-material things over the material ones and dislike the constructivist due to the ways the spiritually is intended to be a sort of pre-established set of rules that need to be followed to achieve spirituality.
The Directed Model: Classical Teaching Solutions to New Problems
The 9 Kinds of Intelligence: Educational Constructivist and Directed Approaches
Objectivist/Directed Approach
I. Introduction Review
II. Devolpment
III. Guided Practices
IV. Closure
V. Independent Practices
VI. Evaluation
make instructions clear
examples and visual learning provide learning outcomes aimed for.
facilitates the room and engages with students work.
partaking in lessons and discussions on covered material for positive feedback
develop students tasks they can accomplish without assistance
determine students' progess skills by engaging with them
In the direct/objectivist teaching method focuses around the teacher. The set goals and instructions provided are:
skill practice
problem solving
Objective/Direct Approaches

Example 1:
An instructor giving an English reading lesson on Romeo & Juliet. Instead of group participation. Teacher give lectures and students are responsible for taking notes and observation.

Example 2:
Lectures by teacher can establish feedback from "Teacher to Student", by asking each student what info they got from material covered
Teaching Methods
Teaching Methods
students read aloud and respond to words. Oral tests are given by the teacher and determines skill levels through observing reading skills and students' vocabulary.
Teacher may also test students on writing skills with a standarized test on the reading subject
Group Work
My Opinion
Constructivist Learning
The End
Musical Intelligence
Existential Intelligence
lthough environment related, the naturalistic intelligence is different from the spacial and interpersonal intelligences in its emphasis to the natural surrounding instead of the visual surrounding, this intelligence is characterized by focusing and analyzing living and non-living things around our ecosystem, this way of thinking was present in the early development of human societies and it's still present in careers that range from biologist to farmer. Students with this intelligence tend to favor the constructive teaching model because of its practical orientation that doesn't limit to theory. A school teacher might find it easy to explain the principles of the earth sciences from an evolutionary perspective by showing his or her students both audiovisual and practical examples of it, just to cite some examples: by using a human skeleton to teach the students the evolutionary loss of the hominid tail and by using dissected and fossilized flora and fauna to explain Darwin's explanations of evolution.
The main reason of using constructivist teaching is that students learn how to take initiative for their own learning experiences. In the constructivist classroom, students work in groups and learning are more interactive ad dynamic. The students exchange ideas based on social and communication skills. As a teacher in the constructivist classroom you should facilitate the discussion between the students. The teacher's main focus should be on guiding the students by asking questions that will help them improve and get in their own conclusion on the subject. Teach your students how to research a topic and share their conclusion with others in order to use the ideas discussed in class in a real world context.
Constructivist Teaching
his intelligence is developed by people aware of their physical location in the surrounding environment, students with this kind of intelligence tend to remember the exact page number and paragraph in which they were reading before an interruption, these students are very prominent in memorizing people's faces (but not voices), where they are seated in a specific classroom and geographical locations without the mathematical horary system used to emulate this intelligence. A school teacher can instruct their pupils by telling them where the divisor, dividend and quotient is located as a part of a division process, of this way a less prominent math student is able to learn the mechanical process of solving math problems, class instructor might also find it easy to teach them the non-mathematical social sciences by using steps in the teaching process, in example: the way to identify in literature the main parts of a story (introduction, body and conclusion).
Spatial Intelligence
A good example in the constructive teaching is when teachers tell students to watch films, videos with the intention to provide visual context and bring another sense into the learning experience. Another good example shows that constructivist approaches can also be used in online learning. Discussion boards, wikis, prezi are a good way for people share ideas and construct knowledge.
Kinesthetic Intelligence
his kind of intelligence is based on the brain area in charge of socialization and the student's reactions to the external environment surrounding the child that is not limited, but normally extends to both the body, oral and written languages. Given an hypothetical situation in which a scientist raises her own son by providing him with everything except communication skills of any kind, the child would certainly understand the cultural vision of love inherited by her mother (inherited intrapersonal intelligence), but would lack of the rest of communication skills needed to interact with the environment around him, cases like the Ukrainian woman raised by wolves and the Ugandan boy raised by monkeys are a good example of the lack of development of this intelligence that limits the rest of the learning process of the individual due to his or her incapacity to communicate and respond effectively to others. Students lacking this intelligence tend to center more in understanding their inner self rather than socializing with others and tend to like teachers with a directive teaching model as opposed to the students that greatly develop this intelligence that tend to favor the constructive teaching model.
Interpersonal Intelligence
Examples of Constructivist Teaching
Intrapersonal Intelligence
Logistic-Verbal Intelligence
Having a vast number of adaptive-based functional experiences proven to be able to be applied in the real world environment, the constructivism has its roots derived from sciences like biology and psychology that have deeper roots tracked back to Greek philosophers this mixture allows the class instructor to provide with good metacognition experiences that enrich the learning process thru the theory of instruction in a collectivist tasks and project based environment with a vast number of applications as opposed to the directive process where things that were previously thought and that are proven to work in a steady way do not evolve, the constructive process is an evolution of the directive teaching model that, among other things, due to its accumulation of little changes thru the time that it became nowadays most popular way.
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Naturalistic Intelligence
Logistic-Mathematical Intelligence
In my own opinion the Directed Model is designed to meet standards, suppress the student's creativity to save money, time and effort and enhance both the theorethical and mechanical repetitive process of the old days, students have substantially a diminished degree of freedom compared with the constructivist model.
This model supports the learning process optimizing the use of the limited literacy and audiovisual material resources available for teaching, emphasizing in a more traditional way of teaching with more standardized and uniform ways of doing it, these models are more present in developing countries in which the number of students surpass the quantity of educators and the resources available for the learning process, it doesn't develop the creativity as the constructivist and there are not questions open to different solutions, the teaching process becomes more systematical with a series of steps followed by both the instructor and the alumni making it easier for the teachers to instruct, subject students to testing and grading them, students with the specific intelligences developed in this model are more successful than their less lucky classmates. This model promotes the fluency thru automatic prerequisites that both the student and the teacher have to pass with a certain pre-established standard of quality that motivated with a self paced instruction and reviews of concepts attempts to find and remedy weaknesses and deficits in the students before advancing to the next level. A failure to meet the satisfactory academic requirements would prevent the student from advancing to the next grade, nowadays in States like Texas with the program "No Children Left Behind" this has been taken out of the study program.
In my opinion the directed teaching model only works when the majority of the students' best developed intelligences match with the standards of education set by the scholar authorities, that is the reason for having so many people failing in math related areas, this model encourages the "working hard" over the "working smart process" making it harder for students to think in real life situations where there are not steps to follow in order to achieve a solution.
In my opinion the constructive teaching model is both efficient and costly, because it requires a greater amount of effort, school supplies, time, patience and motivation to work, due to the fact that everybody has different levels of intelligence and different ways to develop it the results are always going to be variable as opposed to the directive teaching model where uniformity in grades is met.
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
Part by Alfredo Ahumada
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