Mi gr2 wk2v3

Impact of instructional theories on Student Impact of instructional theories on Student Critical, Creative thinking, and Classroom Critical, Creative thinking, and Classroom

EnvironmentEnvironment

Nature of Schools, ED 5210Nature of Schools, ED 5210

Group Assignment Week 2Group Assignment Week 2

July 12, 2010July 12, 2010

Constructivism

• Created by Jean Piaget and John Dewey• A theory that states people construct their own understanding

and knowledge learn through their experiences and reflections.• Knowledge is not transmitted from one person to another, but is

constructed by each individual.• Students learn by linking new information to previous

knowledge. • Learning is through exploration and discovery 

What is Constructivism?

Key Principles by Jean Piaget for TeachingKey Principles by Jean Piaget for Teaching

Learning is an active processLearning is an active process• Direct experience, making errors, and looking for solutions are Direct experience, making errors, and looking for solutions are

very important in the learning process.very important in the learning process.• When information is introduced as an aid to problem solving, it When information is introduced as an aid to problem solving, it

functions as a tool instead of arbitrary information.functions as a tool instead of arbitrary information.• Assimilation is when a person takes an experience and Assimilation is when a person takes an experience and

incorporates that into an already existing framework within incorporates that into an already existing framework within themselves.themselves.

• Accommodation is re-framing a person's mental representation Accommodation is re-framing a person's mental representation of the world to fit new experiencesof the world to fit new experiences

Applications for Learning in the ClassroomApplications for Learning in the Classroom

• Instruction must correspond with the experiences that make the Instruction must correspond with the experiences that make the student want to learnstudent want to learn

• Instruction must be structured so it can be easily understood by Instruction must be structured so it can be easily understood by the studentsthe students

• Instruction should be designed so that the student can build Instruction should be designed so that the student can build new ideas and concepts from old onesnew ideas and concepts from old ones

• Use experiments and real world problem solving techniquesUse experiments and real world problem solving techniques• Less emphasis on isolated skill exercises and more on learning Less emphasis on isolated skill exercises and more on learning

with meaningful activities (i.e. operating a class bank or writing with meaningful activities (i.e. operating a class bank or writing a class newspaper).a class newspaper).

Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences1.1. Verbal-Linguistic Verbal-Linguistic 

1.1. Mathematical-LogicalMathematical-Logical

1.1. MusicalMusical

1.1. Visual-SpatialVisual-Spatial

1.1. Bodily-KinestheticBodily-Kinesthetic

1.1. InterpersonalInterpersonal

1.1. IntrapersonalIntrapersonal

1.1. NaturalistNaturalist

1.1. ExistentialExistential

TraditionalTraditional

• Intelligence can be measured by Intelligence can be measured by short-answer tests.short-answer tests.

• People are born with a fixed People are born with a fixed amount of intelligence.amount of intelligence.

• Intelligence level does not Intelligence level does not change over a lifetime.change over a lifetime.

• Intelligence consists of ability in Intelligence consists of ability in logic and language. logic and language.

• In practice, teachers teach the In practice, teachers teach the same material to everyone.same material to everyone.

• Teachers teach a topic or Teachers teach a topic or subject. subject.

• Assessment by tests that value process over the final answer.

• Each person has a combination all of the intelligences.

• We can all improve each of the intelligences.

• MI’s reflect different ways of interacting with the world.

• Teach and assess individual intellectual strengths and weaknesses.

• Structure learning around an issue or question and connect subjects

M IM I

• All humans - all nineAll humans - all nine

• Each person - different compositionEach person - different composition

• Education – address MI of studentsEducation – address MI of students

• MI - different areas of the brain MI - different areas of the brain

• MI - work independently or togetherMI - work independently or together

• Define the human speciesDefine the human species

Multiple IntelligencesMultiple Intelligences

Critics of MICritics of MI

• It's not newIt's not new. .

• It isn't well definedIt isn't well defined. .

• It's culturally embeddedIt's culturally embedded. .

• It defeats National StandardsIt defeats National Standards. .

• It is impracticalIt is impractical. .

    ConstructivismConstructivism

&&Critical Thinking Critical Thinking   

"It is the supreme art of the teacher to awaken joy in creative "It is the supreme art of the teacher to awaken joy in creative expression and knowledge."expression and knowledge." - Albert Einstein - Albert Einstein

Critical ThinkingCritical Thinking

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Criticalthinking.org ).  • The constructivist approach focuses on students building

their own understanding of new ideas. o In order to construct this knowledge students must think

critically.  o The key model oriented with critical thinking is Bloom's

Taxonomy. 

Bloom'sBloom's TaxonomyTaxonomy A hiercheal model of the cognitive process

               http://www.nwlink.com/~donclark/hrd/bloom.html  

Bloom's LevelsBloom's Levels1. Knowledge or Remembering: Students are able to recall information2. Comprehension or Understanding:  Students understand the  information. 3. Application: Students use information learned within another situation.  4. Analysis: Students are able to sort through and oranize information. 5. Evaluating: Students are able        to assess and make judgements about infomation learned. 6. Creating: Students are able to bring all the information together in order to createmeaning.    http://www.nwlink.com/~donclark/hrd/bloom.html

Bloom's Taxonomy in the ClassroomBloom's Taxonomy in the Classroom

• Can be used in any lessonCan be used in any lessono Ex. Science teachers in Miami use a technique that aligns Ex. Science teachers in Miami use a technique that aligns

with Bloom's (with Bloom's (http://www.miamisci.org)) EngageEngage ExploreExplore ExplainExplain EvaluateEvaluate

• Extends student's thinking skills Extends student's thinking skills • Fosters creating new meaning Fosters creating new meaning

Constructivism Constructivism & &

Creative Classroom EnvironmentCreative Classroom Environment• Creative Classrooms have a positive effect on students Creative Classrooms have a positive effect on students

learning.  learning.  • In connection with constructivism students must be In connection with constructivism students must be

engaged in the learning process in order to progress engaged in the learning process in order to progress through the levels of Bloom's.  through the levels of Bloom's.  

• Use Multiple Intelligence to support the Use Multiple Intelligence to support the learning environment.learning environment.  

In the Classroom...In the Classroom...

• Teaching Strategies: Teaching Strategies: o Collaborative Learning Collaborative Learning o Project base Learning Project base Learning o Cooperative LearningCooperative Learningo Differentiated Instruction Differentiated Instruction o Discovery Based Learning Discovery Based Learning

  • Use of TechnologyUse of Technology• High Student Engagement (Active Learning)High Student Engagement (Active Learning)

DifferentiationDifferentiation

What is it?What is it?  Treating students with different strengths and Treating students with different strengths and different needs differently.different needs differently.• Recognizing students' differences.Recognizing students' differences.• Providing respectful, appropriately challenging Providing respectful, appropriately challenging

tasks.tasks.• Offering multilevel input and requests for output Offering multilevel input and requests for output

using flexible grouping.using flexible grouping.•   Carrying out ongoing assessment and adjustment.Carrying out ongoing assessment and adjustment.

How can we differentiate?How can we differentiate?  

1. Language- both input and expected output.1. Language- both input and expected output.Adapt and adjust oral languageAdapt and adjust oral language

w w Check comprehension and adjustCheck comprehension and adjustteaching: paying attention toteaching: paying attention to

what is what is learnedlearned, not only what is, not only what istaught.taught.

  2. Content offered to students 2. Content offered to students

language and literacy levels, cognitive challenge...language and literacy levels, cognitive challenge...-Pre-assessment-Pre-assessment

-Tasks based on needs-Tasks based on needs-Student choice-Student choice

-Alternate resources-Alternate resources        

3. Process of using content (including levels of scaffolding)3. Process of using content (including levels of scaffolding)Cooperative LearningCooperative LearningProvides practice and negotiation ofProvides practice and negotiation ofmeaning through purposeful languagemeaning through purposeful languageand communicationand communicationw w Students learn from one another,Students learn from one another,and from teaching one anotherand from teaching one anotherw w Starter strategies:Starter strategies:– – Think-Pair-ShareThink-Pair-Share– – Numbered Heads TogetherNumbered Heads Together– – Line-UpLine-Up– – CarrouselCarrousel  

4. Products expected from students4. Products expected from studentsManaging, using, and assessingManaging, using, and assessing

skills that have been taught andskills that have been taught andlearnedlearned– – E.g., learners highlight skills theyE.g., learners highlight skills theyare responsible for on an editingare responsible for on an editingchecklist.checklist.  

Think-Pair-ShareThink-Pair-ShareThis structure can be used for a wideThis structure can be used for a widevariety of activitiesvariety of activities1. Pose a challenge or question1. Pose a challenge or question2. Give learners time to think (or jot notes) about it2. Give learners time to think (or jot notes) about it3. Pair students and have them share their responses to the question3. Pair students and have them share their responses to the question4. Have pairs join a second pair. Each person shares his/her 4. Have pairs join a second pair. Each person shares his/her partner’s partner’s ideas with the group.ideas with the group.5. Alternatively, select a few students to share their ideas with the full 5. Alternatively, select a few students to share their ideas with the full group.group.

Video of differentiationVideo of differentiation

ReferencesReferences

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. NY: Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. NY: BasicBooks, 1983.BasicBooks, 1983.Gardner, Howard. Intelligence Reframed: Multiple Intelligence for the 21st Century. Gardner, Howard. Intelligence Reframed: Multiple Intelligence for the 21st Century. NY: Basic Books, 1999. NY: Basic Books, 1999. Thirteen Ed Online. (2004). Workshop: Tapping into multiple intelligences. In Thirteen Ed Online. (2004). Workshop: Tapping into multiple intelligences. In Concept to classroom. Retrieved from Concept to classroom. Retrieved from http://www.thirteen.org/edonline/concept2class/mi/index.htmlhttp://www.thirteen.org/edonline/concept2class/mi/index.html Thirteen Ed Online (2004).  Constructivism as a Paradigm for Teaching and Thirteen Ed Online (2004).  Constructivism as a Paradigm for Teaching and Learning.  Retrieved fromLearning.  Retrieved fromhttp://www.thirteen.org/edonline/concept2class/constructivism/index.htmlhttp://www.thirteen.org/edonline/concept2class/constructivism/index.htmlConstructivist Theories (2008).  Retrieved from Constructivist Theories (2008).  Retrieved from http://starfsfolk.khi.is/solrunb/construc.htmhttp://starfsfolk.khi.is/solrunb/construc.htmCritical Thinking Definition (2009).  Retrieved from Critical Thinking Definition (2009).  Retrieved from http://www.criticalthinking.org/aboutct/define_critical_thinking.cfmhttp://www.criticalthinking.org/aboutct/define_critical_thinking.cfmBloom's Taxonomy Retrieved from Bloom's Taxonomy Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.htmlhttp://www.nwlink.com/~donclark/hrd/bloom.html