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learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. 3 Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;

1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):

2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners

. In this environment, teachers become mentors and guides rather than the "all knowing" authority often associated with the traditional face-to-face format. In addition, new issues and challenges have begun to materialize from this new paradigm, prompting investigations related to the quality of online instruction:

engage distance students in their local communities through experiential learning opportunities.

provide community service as part of their academic coursework, learn about and reflect upon the community context in which the service is provided, and develop an understanding of the connection between service and their academic work.3

I agree that you cannot factor in nonacademic factors into a grade.

I really think we need to look at grading and determine why we need the grade and what does the grade show.

Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Learners are the makers of meaning and knowledge. Constructivist teaching fosters critical thinking and creates motivated and independent learners.

belief that knowledge isn't a thing that can be simply given by the teacher at the front of the room to students in their desks

ction from the transmission curriculum to a transactional curriculum. In a traditional curriculum, a teacher transmits information to students who passively listen and acquire facts. In a transactional curriculum, students are actively involved in their learning to reach new understandings.

Instead of having the students relying on someone else's information and accepting it as truth, the students should be exposed to data, primary sources, and the ability to interact with other students so that they can learn from the incorporation of their experiences.

tting should include classroom applications of constructivism within a few key concepts. The first is discovering and maintaining an individual's intellectual identity. This forces students to support their own theories, in essence taking responsibility for their words and respecting those of others. The next component is having the teacher ask open-ended questions and leaving time to allow the students to think and analyze a response, based on their experiences and personal inquiry.

At their age there are no egos, no prejudices, they just love to learn about what children their age are like from all over the world

I want to not only be able to bring these techniques into my classroom but I also want to be able to help other teachers who may not have a strong technical background feel more comfortable bringing it into theirs.

We can process information in 3 ways: Shallow Processing - This takes two forms 1. Structural processing (appearance) which is when we encode only the physical qualities of something.  E.g. the typeface of a word or how the letters look. 2. Phonemic processing – which is when we encode its sound. Shallow processing only involves maintenance rehearsal (repetition to help us hold something in the STM) and leads to fairly short-term retention of information.  This is the only type of rehearsal to take place within the multi-store model. Deep Processing - This involves 3. Semantic processing, which happens when we encode the meaning of a word and relate it to similar words with similar meaning. Deep processing involves elaboration rehearsal which involves a more meaningful analysis (e.g. images, thinking, associations etc.) of information and leads to better recall. For example, giving words a meaning or linking them with previous knowledge.

3. For shy students use to read haiku's or other poetry aloud - or really any (short) writing

My ELL students can use it to help them with pronunciation of vocabulary

After biography unit, have them create a character that tells facts about their researched person