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Mr. D D

Constructivist Learning - 1 views

  • Constructivism is an epistemological belief about what "knowing" is and how one "come to know."
  • rejects the notions
  • Constructivism, with focus on social nature of cognition, suggests an approach that
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  • learners the
  • learners the
  • learners the
  • opportunity for concrete, contextually meaningful experience through which they can search for patterns, raise their own questions, and construct their own models.
  • engage in activity, discourse, and reflection
  • take on more ownership of the ideas, and to pursue autonomy, mutual reciprocity of social relations, and empowerment to be the goals.
  • "knowledge proceeds neither solely from the experience of objects nor from an innate programming
  • but from successive constructions."
  • and the effect of social interaction, language, and culture on learning.
  • This movement occurs in the so-called "zone of proximal development" as a result of social interaction.
  • disappointed with the overwhelming control of environment over human behavior that is represented in behaviorism.
  • recognized two
  • internalization
  • basic processes operating continuously at every level of human activity
  • internalization and externalization
  • complex mental function is first an interaction between people
  • becomes a process within individuals
  • This transformation involves the mastery of external means of thinking and learning to use symbols to control and regulate one's thinking.
  • the claim is that mental processes can be understood only if we understand the tools and signs that mediate them
  • the gesture of pointing could not have been established as a sign without the reaction of the other person.
  • Bruner's key concepts
  • mode of representing past events through appropriate motor responses
  • which enables
  • perceiver to "summarize events by organization of percepts and of images
  • symbol system which represents things by design features that can be arbitrary and remote, e.g. language
  • Bruner's influence on instruction
  • Translating material into children's modes of thought:
  • enable learners to develop cognitive growth: questioning, prompting
  • discovery as" all forms of obtaining knowledge for oneself by the use of one's own mind
  • Interpersonal interaction
  • Discovery learning:
  • Spiral Curriculum:
  • promote concept discovery, the teacher presents the set of instances that will best help learners to develop an appropriate model of the concept.
  • cognitive constructivists
  • sociocultural constructivists
  • focusing on the individual cognitive construction of mental structures;
  • emphasizing the social interaction and cultural practice on the construction of knowledge
  • Promote discovery in the exercise of problem solving
  • Variables in instruction: nature of knowledge, nature of the knower, and nature of the knowledge-getting process
  • Feedback must be provided in a mode that is both meaningful and within the information-processing capacity of the learner.
  • Intrinsic pleasure of discovery promote a sense of self-reward
  • Knowledge cannot exist independently from the knower;
  • Learning is viewed as self-regulatory process
  • Cognitive constructivists focus on the active mental construction struggling with the conflict between existing personal models of the world, and incoming information in the environment.
  • Sociocultural constructivists emphasis
  • in which learners construct their models of reality as a meaning-making undertaking with culturally developed tools and symbols
  • and negotiate such meaning thorough cooperative social activity, discourse and debate (
  • Learners are active in making sense of things instead of responding to stimuli.
  • learners " make tentative interpretations of experience
  • requires invention and self-organization
  • Errors need to be perceived as a result of learners' conceptions and therefore not minimized or avoided.
  • the learners are responsible for defending, proving, justifying, and communicating their ideas to the classroom community.
  • humans seek to organize and generalize across experiences
  • According to TIP's
  • Theory Into Practice
  • Spiral organization:
  • Going beyond the information given:
  • Readiness:
  • learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • Instruction must be structured so that it can be easily grasped by the student
  • learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
  • Bruner's major theoretical framework is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
Garth Holman

Web 2.0 Guru - Web 2.0 Resources - 1 views

  •  
    Great resource for new tools 
Alexis Jackson

Mind Games : Article : Scientific American - 0 views

  • New research shows that video games have great educational potential.
  • Ninety-seven percent of American teenagers regularly play video games.
    • Alexis Jackson
       
      Need to find this study from M.I.T. Education Arcade.
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  • They found that students who went straight to the lecture did not know what to listen for, whereas students who played the game first had better context and greater motivation.
  • M.I.T. Media Lab developed a programming language, Scratch, that enables kids as young as kindergartners to build games. Microsoft has developed a similar tool called Kodu.
  •  
    Incorporating video games into education
David Pluck

Education - 0 views

  •  
    The Guggenheim New Yorks link to the educators event page
Michael O'Connor

Drive, By Daniel Pink: What motivates students? Part Two - Implementing 21st Century Skills - 0 views

  • nk/203).
  • century.  Drive says for 21st Century work, we need to upgrade to autonomy, mastery & purpose." (
  • Dan's main point in Drive, according to his twitter summary: "Carrots & Sticks are so last
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  • Motivation comes from within, not external threats or bribes
  • -"People to contribute rather then just show up and grind out their days." (100) -What teacher has not wanted this?
  • -"Control leads to compliance: autonomy leads to engagement...only engagement can produce mastery" (110-111) When was the last time you had true engagement and what caused this engagement?
  • -"Do the workers refer to the company (school) as "they"? Or do they describe it in terms of "we"?" (129)  Do your students see school on their team?
  • First, Student's need to gain autonomy, not empowerment (we love this word, it gives the impression that students have power in the system).  Autonomy is self direction. Second, Mastery of the topic (big word in education ten years ago).  And third, purpose (education likes to use meaning or relevance).
  • the system right now makes this very, very hard to do
  • I find it very difficult sometimes to convince students that I am not grading a project, or that they can take a quiz whenever they are ready.  Students have learned that they will be told and shown how to survive in education. 
  • We need to encourage students to be independent thinkers that formulate their own methods to their own answers.  The data collection systems of education need to change to meet the new education system of the 21st century; we need to stop attempting to make new methodology fit into old data collection routines.
Wayne Nieman

instaGrok | A new way to learn - 1 views

    • Kevin Somerville
       
      InstaGrok is an excellent search engine for students.
  •  
    One of the best educational search engines for students!
eunhwa cha

Education World: Tech in the Classroom - 0 views

  • Tech in the Classroom is a recurring feature that examines widely available technology, software and gadgets and how they might be used in a school setting. What favorite gadget or tool are you using in the classroom? As this new content area grows, let us know what products you’d like to read about.
  • Tech in the Classroom: StudySync This is a Web-based supplemental curriculum. Aligned to the Common Core and aimed at middle-school and high-school students, StudySync enlists broadcast-quality video, digital media, mobile platforms and social learning to advance reading, writing and critical thinking
Katilin Johnson

Apps for Autism - 60 Minutes - CBS News - 1 views

  •  
    Autistic people whose condition prevents them from speaking are making breakthroughs with the help of tablet computers and special applications that allow them to communicate.
Holly Johnson

Essential Questions - 0 views

  • Technology 1. How can the computer be used as a tool? 2. How would our culture be different without computers? 3. What process would you use to write a letter using Microsoft Word? 4. What are your top ten priorities when producing a news video?
  • The language of the questions should be in broad terms.
Michael O'Connor

EyeVerify's Mobile Authentication Technology Relies on Eye-Vein Scanning to Let You View Sensitive Information | MIT Technology Review - 0 views

  • Typing a password into your smartphone might be a reasonable way to access the sensitive information it holds, but a startup called EyeVerify thinks it would be easier—and more secure—to just look into the phone’s camera lens and move your eyes to the side.
  • EyeVerify’s software identifies you by your “eyeprints,” the pattern of veins in the whites of your eyes. Everybody has four eyeprints, two in each eye on either side of the iris. The company claims that its method is as accurate as a fingerprint or iris scan, without requiring any special hardware
  • Rush says the software can tell the difference between a real person and an image of a person. It randomly challenges the smartphone’s camera to adjust settings such as focus, exposure, and white balance and checks whether it receives an appropriate response from the object it’s focused on.
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  • The look of the veins in your eyes changes over time, and you might burst a blood vessel one day. But Rush says long-term changes would be slow enough that EyeVerify could “age” its template to adjust. And the software only needs one proper eyeprint to authenticate you, so unless you bloody up both eyes, you should be able to use EyeVerify after a bar fight
  • Indeed, EyeVerify still needs to do more to prove that. Rush says that in tests of 96 people, the eyeprint system was 99.97 percent accurate. The company is working with Purdue University researchers to judge the accuracy of its software on 250 subjects—or another 500 eyes.
Jenny Sommers

Digital Natives Looking to Unplug, Connect | Guest Blog, Scientific American Blog Network - 0 views

  • If you were creating a classroom, what would it look like? It would be interactive and have a lot of activities. It should be half and half activities and lecture. I do like when it’s more open, but it is important for us to know what lecture looks like because we might have to do that later. The tables should be set up in a circle so we are all facing each other and talking.
  • It turns out, however, that in this group of students, many talked as if they craved more human interaction, and wanted to unplug more during class
  • our students and these students we interviewed have been around technology so much, that when they were asked questions about technology, they had a hard time understanding the question (what do you mean, technology?). Technology isn’t technology for our students–it’s just part of their lives
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    • Jenny Sommers
       
      Interesting. I feel that some of our college courses tell us to use technology just so we can say we are using technology.
    • Jenny Sommers
       
      I never thought about it that these young people that have grown up with technology don't realize what technology really is.
  • Educators say not to incorporate technology for technology’s sake, but more often than not, it is assumed that a new tech tool will effectively engage students
  • As teachers, we shouldn’t be taking away real opportunities for students to engage with each other and simply replacing those opportunities of connection with technology
  •  
    Interesting read about what some young people want from technology
Garth Holman

Chrome Smashing: Creating the Inconceivable | Edutopia - 0 views

  • Similarly, smashing multiple apps can lead to extraordinary learning artifacts, so why not apply it to Chromebooks? In four steps, we have the potential to create and share something entirely new.
  • As teachers, we should look to incorporate smashes because we want our students to demonstrate their understanding, to reflect on a process and to envision creating a learning artifact that was previously inconceivable. We want students to take ownership of their learning process, develop technology fluency (2), and identify the best possible means to "show what they know." When there are no limitations to what can be created with the available tools, then there are no limitations to how students can demonstrate their growth as learners.
  • Essentially, our goal as educators is to help our students develop into creators and innovators. When we know that smashing is a possibility and introduce this potential to our students, we not only empower them to take ownership of their learning process, but also teach them to go beyond the initial obstacles in order to problem solve for better learning and expression.
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