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Constructivism Myportfolio Ibiazzi73 Wixsite Com

Leo Migdal
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constructivism myportfolio ibiazzi73 wixsite com

Constructivist learning scenario: I was listening to my teacher telling us something about Hume, or Locke, or Pascal. She was involving us with questions, making connections between different authors, linking their thoughts to our current days political, social, or even personal situations. As said, she wanted us to develop our own critical thinking. She was giving us hints to let us make our own path, in order to freely experiment our analysis capabilities and develop our own point of view. Skills in the ZPD: understanding each philosopher's thought, catching differences and similaritis. Develop our own critical thinking and being able to explain it to her and to peers.

Scaffolding strategy: when we had to understand an abstract concept, she used to "put" that concept in a meaningful and real context: in this way, it was just like putting on the right glasses... How could she find an effective context? Indeed she was not finding it: she used to ask us to think about some personal experiences we lived, experiences that were suitable background for that spectific concept. Social constructivist strategy: debates, discussions were the basis of her lessons. By listening to each other we were getting aware of how actual and close to us those old authors might become: who would have said that old thinker would have so well described the... And here is another experience I would like to share with you:

My name is Ivana Biazzi, I am a former sales planning manager in a multinational Company. Now I am studying to develop a new web-based tool for K-12 with learning disabilities. I have a degree in Economics and Business Administration and an MBA in International Business. This is my portfolio, created to demonstrate my knowledge and skill in applying the course content to the design of learning experiences. As it seems I did a good job, finally I gained my certificate ;-) This page is meant to link a project-based learning hypothetical scenario (one of the Complex Learning Theories) to one of my personal learning experiences: I chose the one I had during Middle School.

As previously said, my middle-school learning experience has been really boring. Let’s see how it could have been if the teacher had adopted the project-based learning method. Middle-school students have to understand how important is WOOD in our everyday life: not just because many of the PRODUCTS we use derive from wood, but also because it is a limited RESOURCE and... This is meant to teach also the importance of RECYCLING. The project consist in the production of a presentation entitled "LET'S SAVE THE WOOD" using a free Storytelling app or Power Point: the students have to be able to communicate why wood is important,... Adetailed rubric with requirements is shared.

Student-centered learning: explicit instructions. Check PREREQUISITES: the teacher first explore if all the kids have the prerequisite to develop the project: can they use Spark page? Can they navigate on the Internet to look for materials? The personal learning example I want to discuss is one of picture-based learning that I have also included in the infographic above. I worked for a company that created picture-based learning solutions in the past. A large scale picture was created of a work environment, which was populated with scenarios to describe the typical environment and challenges related to the learning objectives.

Activities were created around these pictures to ensure that certain outcomes were met. One of the main methods used was to create a discussion around a certain aspect of the work environment or scenarios. More experienced employees were often matched up with newer employees in groups to ensure transfer of learning. This is a Constructivist approach to learning because it relies on the learner’s previous experiences to be able to identify certain scenarios. It is a collaborative learning approach whereby other learners participate, offer solutions and comment on each other’s views. Skills in the Zone of Proximal Development

"Every function in the child’s cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)." Lev Vygotsky (1978:... Constructivism is a learning theory that affirms that learning and knowledge are constructed by the individual. Learners are actively engaged in the learning process and they are motivated by intrinsic factors. KEYWORDS: active learning, learner's background/experience, social, collaboration, student-centered objectives, intrinsic motivation, scaffolding, Zone of Proximal Development A few years ago I attended an organizational development workshop that was offered by my company. Throughout the two days I often felt completely overwhelmed, out of my element, and lacking the necessary information to succeed.

As I have reflected on that experience, I now understand the facilitators purposefully conducted the workshop in that manner so that the participants would have to draw from their own knowledge and background and... The facilitators shared about a concept and then let us discuss and learn from our peers in groups, then interact with the other groups in realistic simulations. I didn’t know it then, but this was a great example of Constructivism on display. The facilitators, and in some instances my peers themselves, served as the “more knowledgeable others”, helping me to apply new concepts to new situations. The skills in one of the many Zones of Proximal Development that learners had almost achieved, but needed additional guidance from facilitators and peers, was demonstrating how to appropriately resolve a conflict between team... Learners needed to think and speak with sensitivity and empathy, but many lacked the adequate techniques and language.

(I wrote Zones because I believe there was one ZPD per high-level concept taught in the workshop- ie. conflict resolution, effective leadership, emotional intelligence, delivering criticism) Click on this link and it will guide you to the infographic that gives an overview of Constructivism and describes a learning scenario that presents it in practice. My Learning experience around the middle school was partly on constructivism. The formation of groups to study a concept, engaging in discussions to advance learning, all these are a part of social constructivism. There was lesser element of scaffolding here.

A learning scenario where the teacher supported a weaker group and lessened the support as the group advanced would be an excellent example of scaffolding. An example of ZPD here would be handholding a weaker student to understand the concept better and progress him to the learning goal. http://iite.unesco.org/pics/publications/en/files/3214730.pdf Constructivism is a learning theory emerged as a reaction to didactic approaches such as behaviorism and programmed instruction, which explains how students might acquire knowledge by active learning, building knowledge and meaning from their... Lev Semyonovich Vygotsky (1896 – 1943) developed the Social Development Theory which argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.This theory is a bridge... Vygotsky developed The zone of proximal development (ZPD), defined as: "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under...

86). Wood, Bruner and Ross (1976) based on Vygotsky work developed the Scaffolding, a learning strategy that consists of support the activities provided by the teacher, or a peer, then to once the student does... Vygotsky, L. S. (1978).Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

The IB Curriculum is of a constructivist paradigm. As constructivists, we acknowledge that there are mulitiple ways of knowing. As stated by J.W. Creswell in Research Design: Qualitative, Quantitative, & Mixed Method Approaches, a socially constructed claim would be that as humans we "make sense of their world based on historical and social perspectives in our culture"... In the IB curriculum, the learning is focused on student discovery and inquriy. The teacher acts as a facilitator and guide urging students to question and make meaning out of their own experiences.

It is not "here is what you need to know"; it is "What are your questions? What did you learn through your inquiry and experience?" Through a 3-2-1 protocol we expanded our understanding and questions about constructivism: How can students have more voice in constructing knowledge? What is the role of the teacher in a constructivism classroom? Knowledge is actively constructed by the learner and is influenced by both intrinsic and extrinsic factors.

The active construction the learner engages in takes the form of interpretation. The learner is exposed to something and interprets, often unconsciously, what this new information means. They also interpret how it relate to what they already know. These interpretations are informed by the learners past experience and beliefs. So each interpretation can be more or less valid. One of the concepts that illuminates this interpretation and integration phenomenon is what Zygotsky called the Zone of Proximal Development.

This is the area where the learner is being exposed to something that they don’t know but is within their grasp with some assistance, either by the structure and content of the learning scenario... The assistance (called scaffolding) is ultimately provided by a “more knowledgeable other (MKO). Problem solving is major activity in a constructivist’s toolbox. Instructors act as role models and facilitators. Peer interaction and teacher facilitation are two ways in which learning is facilitated. In the previous Behaviorism application example, I used a Learning Objective that matched, in my opinion, nicely to what Behaviorism is good at: "teaching folks to remember things by repetition and reinforcement by reward...

Previous learning objective: You will be able to name, in time sequenced order, the first three steps for improving your emotional intelligence. This Learning Objective is from a larger course on "Emotional Intelligence". This Learning Objective is presented here for the purposes of applying Constructivism in this course. For this application of Constructionism =, I've added a new more relevant learning objective. 1. What is your individual philosophy of teaching and learning and how it affects their use or non-use of technology in teaching?

I always believe in learning through experiences. Each individual has its own talents and pace in learning and as a teacher I always wanted to create a learning environment that is substantial to my students. As a teacher I believe in learning by doing. I'm teaching Math to my students and I want them to experience it thereby applying it or seeing its connection to real life situations. I give examples of where and how to make use of mathematics in their life. Applying it and experiencing topics in Math for real will have a longer retention or shall we say a lifetime learning for them.

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