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Constructivist Theory Professional Development Workshop and Presentation

Professional Development Workshop and Presentation for EDL 520/Instructional Leadership.
by

Corey Poole

on 21 June 2011

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Transcript of Constructivist Theory Professional Development Workshop and Presentation

Constructivist Theory Professional Development Workshop and Presentation RATIONALE Professional development is essential to professional growth within the classroom. Teachers need to be informed about different components related to the constructivist approach. This professional development will also allow teachers to implement strategies and techniques in the classroom to enhance prior knowledge and critical thinking. Introduction Central Concepts of Constructivism Focus on how individuals use information, resources and even help from others to build and improve their mental models and problem solving strategies Social Constructivism Social constructivists see learning as increasing our abilities to participate with others in activities that are meaningful in the culture. Elements of the Constructivist Theory 1. Authentic task and complex, challenging learn environment 11. Social negotiation and share responsibility as a part of learning III. Multiple representation of content Open Discussion and Implementation QUESTIONS Revisit information throughout the year. Students should receive challenge work; do not use step by step work. Collaboration in learning is valued. Conclusion Elizabeth Galvan, Angelina Perrine, Corey Poole, Terreka Rayam, Danielle Sanders,
and Rebekah Tulloch

Instructional Leadership/EDL 520

June 20, 2011

Professor Paula Potter References Define Constructivist Theories
Child centered
Focus on how people make meaning of information
Child learn as whole, not in increments Learners are active in constructing their own knowledge
Social interactions are important to knowledge construction Constructivist Theory Follow-Up Activity
(Creating mnemonics to help successfully pass a multiple-choice test within your subject area)
(Group of 4: 1 teacher and 3 students)

1. Teacher will create a multiple-choice test focused on a concept.
2. The teacher will choose the concept that will be the focus.
3. A 10 questions multiple-choice test will be created by the teacher.
4. Students must create a list of mnemonics on the focused concept (in class).
5. When taking the multiple-choice test, the students will focus on remembering and using the mnemonics to successfully pass the test.
6. Teacher will grade the test and allow the students to see their score. Theory base from
Piaget
Vygotsky
Dewey
Bruner Psychological Constructivism Mental Models This video clip discusses how important mental models are devised and how they affect others . Press the play button to watch the video. OPEN THOUGHTS The Constructivist Theory relies on both inquiry and problem-based learning. As educators it is important to understand how to incorporate both of these techniques into lessons. Students become active participants in their learning and they also learn to communicate with others and work in collaborative groups. The activities from the lesson provide examples of how to implement the Constructivist Theory into the classroom. All teachers can implement this style into their teaching to gain student interest, develop their motivation, and teach them about problem solving. When students are active learners they are more likely to retain the information, and using inquiry teaches them problem-solving skills which will further their abilities to learn new concepts. Hoy, A.W., & Hoy, W.K. (2009). Instructional leadership: A research-based

guide to learning in schools (3rd ed.). Boston, MA: Allyn and Bacon. Asfg812. (April 2008). Mental models & the way we make sense of things [Video file].

Retrieved from http://www.youtube.com/watch? Dwees2. (August 2010). What is social constructivism? [Video file].

Retrieved from http://www.youtube.com/watch? IV. Understand knowledge construction Understand the process so that students will be aware of the influences that shape their thinking. V. Student-centered instruction Focuses on the needs of the students. Activity 1: “Move it, Move it”

Materials Kits: one kit per group
Each kit should contain: 1 paper/Styrofoam cup, 1 piece of yarn or string – 6 ft in length, tape, glue, 1 piece of paper, 2 straws, 3 popsicle sticks, 1 small paper plate.

Objective: Constructivist theory in Science - participants will use the materials provide to build a way to move their cup from on place to another without touching it directly or indirectly (you can not just poke it with a stick or carry it)

Procedures:
1. Facilitator will pass our materials kits to each group.
2. Each group will build their own craft/machine to
move their own cup.
3. Other than the objective, participants will have no
other directions. You must solve the problem with
limited directions.
4. Participants have 15 min to construct craft.
5. After time is called, each group will show how the
object was moved. Follow up: End activity with the facilitator explaining how with minimal instructions the “student” must construct their own set of rules to obtain the desired outcome.

Possible outcomes: -
1. String is strung on the sticks and a straw is passed through the cup and the string through the straw. The paper or paper plate is affixed to the cup as a sail and it is blown to the next place by “wind”.
2. Same scenario as number one but string is placed with a high to low configuration.
3. Paper or paper plate is taped or glued to the string and cup is placed on the string. The paper or paper plate is drug to the new location. Activity 2: “Chain Reaction”

Materials: List of compound word parts

Objectives: Constructivist theory in Language Arts – participants will learn how students can use compound words by creating their own compound word chain.

Procedures:
1. Pass out words on cards or post word list on projector.
2. Participants can only make compound words using word parts from the list.
3. Participants must make a “word chain” by using the second part of the first compound word to make the first part of the second word and so on. (Example: horseplay, playground, groundwater)
4. Give participants 10 min to come up with the longest chain they can get without using any of the word parts more than 2 times (once at the start of a word and once at the end of a word). Follow up: At the end of the activity the facilitator can congratulate the team with the highest number of “chain reactions”. Discuss how this helps students to gain word building and reading skills without direct instruction from a teacher.
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