Skip to main content

Home/ Social Studies/ Contents contributed and discussions participated by Anthony Armstrong

Contents contributed and discussions participated by Anthony Armstrong

Simple Middle Filter: All | Bookmarks | Topics
Anthony Armstrong

Chief Executives Compared: The Federalist Papers - 0 views

edsitement.neh.gov/view_lesson_plan.asp

federalistpapers

shared by Anthony Armstrong on 27 Nov 08 - Cached
  • Anthony Armstrong on 27 Nov 08
     
    Chief Executives Compared: The Federalist Papers
Anthony Armstrong

Exhibition 08.02 - Who Really Governs The United States? - 0 views

tah.cusd.com/...teachersguide.htm

shared by Anthony Armstrong on 27 Nov 08 - Cached
  • Anthony Armstrong on 27 Nov 08
     
    Analyzing the Articles of Confederation and the Constitution.
Anthony Armstrong

US History Teachers Blog - 0 views

ushistoryeducatorblog.blogspot.com

u.s.history

shared by Anthony Armstrong on 29 Oct 08 - Cached
    • Anthony Armstrong
      Anthony Armstrong on 29 Oct 08
       
      Narahya, check out this interesting blog.
Anthony Armstrong

Density and Convection Currents - 0 views

www.northstar.k12.ak.us/...density_convect.html

shared by Anthony Armstrong on 29 Oct 08 - Cached
    • Anthony Armstrong
      Anthony Armstrong on 29 Oct 08
       
      Look at this.
  • Density is the amount of anything in a certain space; the quantity of a matter in a given area.
Anthony Armstrong

Contructivist Learning Theory - 0 views

www.stemnet.nf.ca/...cle2b.html

constructivism

shared by Anthony Armstrong on 29 Oct 08 - Cached
  • Behaviorial psychology is interested in the study of changes in manifest behavior as opposed to changes in mental states. Learning is conceived as a process of changing or conditioning observable behavior as result of selective reinforcement of an individual's response to events (stimuli) that occur in the environment. The mind is seen as an empty vessel, a tabula rasa to be filled or as a mirror reflecting reality. Behaviorism centers on students' efforts to accumulate knowledge of the natural world and on teachers' efforts to transmit it. It therefore relies on a transmission, instructionist approach which is largely passive, teacher-directed and controlled. In some contexts, the term behaviorism is used synonymously with objectivism because of its reliance on an objectivist epistemology
  • Objectivists believe in the existence of reliable knowledge about the world. As learners, the goal is to gain this knowledge; as educators, to transmit it
  • The role of education is to help students learn about the real world. The goal of designers or teachers is to interpret events for them. Learners are told about the world and are expected to replicate its content and structure in their thinking. (p.28)
  • ...12 more annotations...
  • Classes are usually driven by "teacher-talk" and depend heavily on textbooks for the structure of the course. There is the idea that there is a fixed world of knowledge that the student must come to know.
  • There is little room for student-initiated questions, independent thought or interaction between students. The goal of the learner is to regurgitate the accepted explanation or methodology expostulated by the teacher. (p.3)
  • Where behaviorism emphasizes observable, external behaviours and, as such, avoids reference to meaning, representation and thought, constructivism takes a more cognitive approach.
  • Their role is not to dispense knowledge but to provide students with opportunities and incentives to build it up (von Glasersfeld, 1996). Mayer (1996) describes teachers as "guides", and learners as "sense makers". In Gergen's (1995) view, teachers are coordinators, facilitators, resource advisors, tutors or coaches.
  • The first is to introduce new ideas or cultural tools where necessary and to provide the support and guidance for students to make sense of these for themselves. The other is to listen and diagnose the ways in which the instructional activities are being interpreted to inform further action.
  • The focus of concern with the teacher and in teacher education is not just with the teacher's knowledge of subject matter and diagnostic skills, but with the teacher's belief, conceptions, and personal theories about subject matter, teaching, and learning.
  • Although we can tentatively come to know the knowledge of others by interpreting their language and actions through our own conceptual constructs, the others have realities that are independent of ours. Indeed, it is the realities of others along with our own realities that we strive to understand, but we can never take any of these realities as fixed. An awareness of the social construction of knowledge suggests a pedagogical emphasis on discussion, collaboration, negotiation, and shared meanings
  • Von Glasersfeld (1995) argues that: "From the constructivist perspective, learning is not a stimulus-response phenomenon. It requires self-regulation and the building of conceptual structures through reflection and abstraction" (p.14).
  • "Rather than behaviours or skills as the goal of instruction, concept development and deep understanding are the foci (...) (p.10). For educators, the challenge is to be able to build a hypothetical model of the conceptual worlds of students since these worlds could be very different from what is intended by the educator (von Glasersfeld, 1996).
  • How one arrives at a particular answer, and not the retrieval of an 'objectively true solution', is what is important.
  • learning emphasizes the process and not the product.
  • In this process, students' errors are seen in a positive light and as a means of gaining insight into how they are organizing their experiential world. The notion of doing something 'right' or 'correctly' is to do something that fits with "an order one has established oneself" (von Glasersfeld, 1987, p. 15).
« First ‹ Previous 221 - 240 of 252 Next ›
Showing 20▼ items per page