Using a Constructivist Approach to Teaching. ASCD(2001). Retrieved January 28, 2009, fromDiscovery Education: http://streaming.discoveryeducation.com/
This is a video that gives an outline, a small example, and some student views on constructivist teaching. While I'm watching the video, I kept asking myself, "How am I teaching my kids?" I think my district is most supportive and advocative of constructivist practices. In our reading units, I am to give a small mini-lesson, then turn the students loose in their partners and have them try to apply and practice the lesson with a similar piece of text that I used for whole group instruction. Last week, I had one lesson where they were all on task. As I walked around the room I heard them talking about the article and try to practice the skills I had just taught them. However, I had two lesson where as I walked around, I corrected more on task behavior than hearning them try to apply skills. But I forgot to stop and ask myself why they were off task, did they not understand? Did they already master or have enough experience with this skill that they did not need the practice? It has given me something to think about.
In the video, the instructor talks about assessing minutely and because of my example above I see her point. I am constantly looking for understanding and misinterpretation. I am also trying to figure out how I can pull something out of a wrong answer. She mentioned this in the video also and one of her students said how they appriciated that she tries to always point out the positive if they miss the point.
Wednesday, January 28, 2009
Tuesday, January 27, 2009
Resource Log #9
Kok, A., (Jul 2008). An Online Social Constructivist Tool: A Secondary School Experience in the Developing World. Turkish Online Journal of Distance Education--TOJDE, (9)7, 87-98. Retrieved from: http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=eric&AN=ED502082&site=ehost-live. Retrieved on: 1-27-2009.
I thought this might be interesting to see how students and teachers from other countries around the world think of on-line learning.
I thought this might be interesting to see how students and teachers from other countries around the world think of on-line learning.
Sunday, January 25, 2009
Resource Log #8
Leigh, F. (Aug 2007). Platonic Dialogue, Maieutic Method and Critical Thinking. [Peer Comentary on Plato's work The Sophist]. Journal of Philosophy of Education, (41), 3, 309-323. Retrieved from: http://library3.webster.edu/loginurl=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=eric&AN=EJ783714&site=ehost-live. Retrieved on: 1-25-2009.
This article has some good information about Plato's contribution to constructivism and how progressive his thinking was for his time.
This article has some good information about Plato's contribution to constructivism and how progressive his thinking was for his time.
Friday, January 23, 2009
Resource Log #7
Smith, M. K. (1996; 1999) 'Andragogy', the encyclopaedia of informal education, http://www.infed.org/lifelonglearning/b-andra.htm. Last update: October 01, 2008. Retrieved on 1-21-2009.
This is a site that was listed for us to use in our WikiChapter. I think it is interesting because I have never heard of the word andragogy before and had no idea that anyone had thought about that and the difference between adult and child education. I just thought education was education. It has a great compare/contrast chart between pedagogy and andragogy.
This is a site that was listed for us to use in our WikiChapter. I think it is interesting because I have never heard of the word andragogy before and had no idea that anyone had thought about that and the difference between adult and child education. I just thought education was education. It has a great compare/contrast chart between pedagogy and andragogy.
Thursday, January 22, 2009
Resource Log 6/Reflection Journal
White-Clark, R., DiCarlo, M., and Gilchriest, N.S. (Apr./May 2008). "Guide on the Side": An Instructional Approach to Meet Mathematics Standards. [Peer Commentary on the "guide on the side" constructivist teaching approach]. High School Journal, (91), 4, 40-44. Retrieved from:
http://library3.webster.edu/loginurl=http://search.ebscohost.com/login.aspxdirect=true&AuthType=ip,cookie,url,uid&db=eric&AN=EJ792427&site=ehost-live. Retrieved on:1-21-2009.
I really like how this article addresses the meaningfulness of teaching. I have often sat in classes and wondered if what I was learning was going to help me in real life. And if I could not figure that out, then I dismissed the lesson. Having students become more accountable and responsible for their learning is becomming increasingly important for me. Especially in today's society, it is important that student's learn things, especially math, that will be relevant to their day to day existance. Society is becomming so that you need to learn certain things in order to become productive, active, and informed. I think school is the place where you have those things scaffolded for you until you learn how to process and analyze outside information. Constructivist seem to want to teach students how to think rather than what to think. Then on the other hand, I was taught using traditional methods and I don't think that my processing and analyzing skills are any less. But to be more responsible for the information I retain and recieve is definately a positive life long skill.
http://library3.webster.edu/loginurl=http://search.ebscohost.com/login.aspxdirect=true&AuthType=ip,cookie,url,uid&db=eric&AN=EJ792427&site=ehost-live. Retrieved on:1-21-2009.
I really like how this article addresses the meaningfulness of teaching. I have often sat in classes and wondered if what I was learning was going to help me in real life. And if I could not figure that out, then I dismissed the lesson. Having students become more accountable and responsible for their learning is becomming increasingly important for me. Especially in today's society, it is important that student's learn things, especially math, that will be relevant to their day to day existance. Society is becomming so that you need to learn certain things in order to become productive, active, and informed. I think school is the place where you have those things scaffolded for you until you learn how to process and analyze outside information. Constructivist seem to want to teach students how to think rather than what to think. Then on the other hand, I was taught using traditional methods and I don't think that my processing and analyzing skills are any less. But to be more responsible for the information I retain and recieve is definately a positive life long skill.
Wednesday, January 21, 2009
Resource log #6
Just an interesting article on Vygotsky's Zone of Proximinal Development:
Lvykh, M. (2008). The Affective Establishment and Maintenance of Vygotsky's Zone of Proximal Development. Educational Theory, (58) 1, 83-101. Retrieved from: http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=eric&AN=EJ784721&site=ehost-live. Retrieved on 1-21-2009.
Lvykh, M. (2008). The Affective Establishment and Maintenance of Vygotsky's Zone of Proximal Development. Educational Theory, (58) 1, 83-101. Retrieved from: http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=eric&AN=EJ784721&site=ehost-live. Retrieved on 1-21-2009.
Tuesday, January 20, 2009
Resource Log 5
This is a great article about a teacher who is using what they termed "learning clubs" to help students who live in the inner city and stuggle with reading. It is an alternative to the pull out.
Casey, H. (Dec 2008). Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers. Journal of Adolencent and Adult Literacy, 52 (4), 284-294. Retrieved from: http://web.ebscohost.com.library3.webster.edu/ehost/pdf?vid=19&hid=17&sid=19bb6169-3c93-42c8-b695-65dd848b5f50%40SRCSM2. Retrieved on 1-20-2009.
Casey, H. (Dec 2008). Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers. Journal of Adolencent and Adult Literacy, 52 (4), 284-294. Retrieved from: http://web.ebscohost.com.library3.webster.edu/ehost/pdf?vid=19&hid=17&sid=19bb6169-3c93-42c8-b695-65dd848b5f50%40SRCSM2. Retrieved on 1-20-2009.
Monday, January 19, 2009
Resource Log #4/ Reflection
Kretchmar, J. (2008). Constructivism. Research Starters Education: Constructivism, 1-1. Retrieved from: http://web.ebscohost.com.library3.webster.edu/ehost/pdf?vid=15&hid=8&sid=80edff1b-bd74-46f0-b128-7b354aecd432%40sessionmgr102. Retrieved on (1-19-2009).
I thought the quote from this essay was interesting:
"One of the important distinctions theorists make about constructivism
is that it is a theory of learning – and is even, at times,
called a theory of knowing – and is not a theory of teaching. As
a result, constructivism doesn’t tell teachers what they should
do, but rather provides a general framework within which they
can work with students." (Kretchmar, p. 3)
I am always thinking about what to do with my students. For some reason, it never occurred to me that constructivism is a way to work with students. It is a way to deliever knowledge to them. I don't know why this quote was such a revelation to me, but I think that now that I have my own classroom with my own students, all of these ideas and terms have new meaning to me.
This article also caused me to think about how much classroom management is required to have a true constructivist classroom. I think I have lived under the illusion that if you give kids directions about what to do, they will automatically preform. However, this is false. An instructor has to give students a purpose for learning, tell them what they goal of the assignment is in order to give them a framework. I think much training goes into running a constructivist classroom.
I thought the quote from this essay was interesting:
"One of the important distinctions theorists make about constructivism
is that it is a theory of learning – and is even, at times,
called a theory of knowing – and is not a theory of teaching. As
a result, constructivism doesn’t tell teachers what they should
do, but rather provides a general framework within which they
can work with students." (Kretchmar, p. 3)
I am always thinking about what to do with my students. For some reason, it never occurred to me that constructivism is a way to work with students. It is a way to deliever knowledge to them. I don't know why this quote was such a revelation to me, but I think that now that I have my own classroom with my own students, all of these ideas and terms have new meaning to me.
This article also caused me to think about how much classroom management is required to have a true constructivist classroom. I think I have lived under the illusion that if you give kids directions about what to do, they will automatically preform. However, this is false. An instructor has to give students a purpose for learning, tell them what they goal of the assignment is in order to give them a framework. I think much training goes into running a constructivist classroom.
Sunday, January 18, 2009
Resource Log 3/ Reflection
Pascarella, J. (June 2008). Confronting the Challenges of Critical Digital Literacy: An Essay Review Critical Constructivism: A Primer. Educational Studies, 43(3), 246-255. Retrieved from: http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=aph&AN=32708637&site=ehost-live. Retrieved on 1-18-2009.
The more articles that I read, the more I understand the purpose for this course. This book review on a text by Joe L. Kincheloe titled Critical Constructivism: A Primer, summarizes the main idea of this book to be how and for what purpose we should be more thoughtful to teach digital literacy to our students. This article made me think of several things. First, I reflected on my own educational experience. I believe that I am the last generation of students who were taught straight out of the book. I was unaware of the internet until college and the only thing I used computers for in grade school and high school were to either type papers or play "Oragon Trail". I was able to start using computers for research and universities were being to put their card catalogs online. Even though I'm only thrity-two years old, I realized what a different perspective my students have about technology to mine. In some cases already, my nine and ten year old learners have done some very meaningful trouble shooting for me.
The article went on to talk about different electronic media and how decieving it can be. For example, I was unaware that anyone can edit a Wikipedia entry. I have a student who constantly want so to look up information on this site. The article states that because this media can be so easily manipulated, we need to teach our students that it is not always reliable and how to tell the difference. That is a large responsibility for educators. I thought by limiting them to only district approved sites, I was just responsible for keeping them safe. Now it seems to be much larger.
This article talked about how our students, because of technology are going to be apart of a larger society or "global media". This statement made me feel as if I am already short changing my learners. They are going to have to work with people from all over the world of different cultures (an idea in the article). This put me in awe and is causing me to question how am I to prepare them for this world that is becomming increasingly bigger.
The more articles that I read, the more I understand the purpose for this course. This book review on a text by Joe L. Kincheloe titled Critical Constructivism: A Primer, summarizes the main idea of this book to be how and for what purpose we should be more thoughtful to teach digital literacy to our students. This article made me think of several things. First, I reflected on my own educational experience. I believe that I am the last generation of students who were taught straight out of the book. I was unaware of the internet until college and the only thing I used computers for in grade school and high school were to either type papers or play "Oragon Trail". I was able to start using computers for research and universities were being to put their card catalogs online. Even though I'm only thrity-two years old, I realized what a different perspective my students have about technology to mine. In some cases already, my nine and ten year old learners have done some very meaningful trouble shooting for me.
The article went on to talk about different electronic media and how decieving it can be. For example, I was unaware that anyone can edit a Wikipedia entry. I have a student who constantly want so to look up information on this site. The article states that because this media can be so easily manipulated, we need to teach our students that it is not always reliable and how to tell the difference. That is a large responsibility for educators. I thought by limiting them to only district approved sites, I was just responsible for keeping them safe. Now it seems to be much larger.
This article talked about how our students, because of technology are going to be apart of a larger society or "global media". This statement made me feel as if I am already short changing my learners. They are going to have to work with people from all over the world of different cultures (an idea in the article). This put me in awe and is causing me to question how am I to prepare them for this world that is becomming increasingly bigger.
Saturday, January 17, 2009
Resource Log 2/ Reflection
Cleaver, S. (October 2008). Beyond Blackboard and into Virtual Communities. Diverse: Issues in Higher Education, 25 (18), 32. Retrieved from: http://web.ebscohost.com.library3.webster.edu/ehost/detail?vid=4&hid=13&sid=d98b1d20-eb50-4494-a2f0-3c16c087f981%40sessionmgr3&bdata=JkF1dGhUeXBlPWlwLGNvb2tpZSx1cmwsdWlkJnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ818962 . (Retrieved on: 1-17-2009).
As I read this article, I wondered to myself, "Can this really happen at the elementary level and would it be good for them if it did?" I don't really know. Engagement could go up, however, what about real communication occuring face to face between people? How could I read body language or know about the student who is confused but too scared to raise his or her hand? Or, would being on line rather than face to face give them the courage they need to speak out. I love technology and I think it is helpful. Especially because children from all over the world could learn about different cultures. But there is something about having them in front of you that makes the experience and assessment more meaningful. I do not know.
As I read this article, I wondered to myself, "Can this really happen at the elementary level and would it be good for them if it did?" I don't really know. Engagement could go up, however, what about real communication occuring face to face between people? How could I read body language or know about the student who is confused but too scared to raise his or her hand? Or, would being on line rather than face to face give them the courage they need to speak out. I love technology and I think it is helpful. Especially because children from all over the world could learn about different cultures. But there is something about having them in front of you that makes the experience and assessment more meaningful. I do not know.
Friday, January 16, 2009
Reflection Journal #1
Recently, I have been struggling with how to incorporate technology into my science cirriculum. The cirriculum for my district is constructivist. The children work with materials that they will or have encountered, then they work with partners to figure out how parts work together. I read parts of the article written above in my first resource log and a part resonated with me. Technology with lesson has to fit the pedagogy. That idea echoed what a trainer an colluege of mine were talking about with this particular science cirriculum. Maybe it does not need techonology. Maybe technology is not what it needs to be effective. However, also because of this article, I realized I was able to incorporate it successfully. The unit is about electricity and it is for fourth grade students. I assigned by children a famous person who contributed to the study of electricity, and gave them a web site to research this person. They are creating powerpoint presentations with a partner that will showcase the infomation they have found. I believe the most valuable part of this lesson is they are leaning to use power point effectively and meaningfully. They will need to learn this technology for furture use. I look forward to reading more articles to give myself more insight into effective instruction.
Resources Log #1
Wang, Q. (2008). A Generic Model for Guiding the Integration of ICT into Teaching and Learning. Innovations in Education and Teaching Internationally, 44 (4), 411-419.
Retrieved from: http://web.ebscohost.com.library3.webster.edu/ehost/detail?vid=10&hid=103&sid=94b4200c-742d-4513-a707-15852cd23042%40sessionmgr109&bdata=JkF1dGhUeXBlPWlwLGNvb2tpZSx1cmwsdWlkJnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d.
I liked this article because it talks about how technology and pedagogy have to work together. I have often tried (like yesterday) to throw technology into something and that never works. It does not fit the lesson always or meet my objectives. Also, I was questioning what exactly constructivism was and how that linked to technology. I put the two words in the seach engine and this article appeared. It also gave me a great definition of constructivism. I did not realize that I had used both in a lesson the other day!
Retrieved from: http://web.ebscohost.com.library3.webster.edu/ehost/detail?vid=10&hid=103&sid=94b4200c-742d-4513-a707-15852cd23042%40sessionmgr109&bdata=JkF1dGhUeXBlPWlwLGNvb2tpZSx1cmwsdWlkJnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d.
I liked this article because it talks about how technology and pedagogy have to work together. I have often tried (like yesterday) to throw technology into something and that never works. It does not fit the lesson always or meet my objectives. Also, I was questioning what exactly constructivism was and how that linked to technology. I put the two words in the seach engine and this article appeared. It also gave me a great definition of constructivism. I did not realize that I had used both in a lesson the other day!
Wednesday, January 14, 2009
Course Overview
What is your reaction to this course overview?
Seems typical, a little overwhelming. I don't have facebook, or my space so this is all new to me.
How do you feel about a 100% constructivist and collaborative course like this?
I think it is good for me to learn new things. Although, where I work is somewhat constructivist and I think collaboration is a skill that good teachers need.
How do you feel about publishing your learning on wiki's and blogs? A little intimated, but ready to learn, after all, more and more will become on line.
Seems typical, a little overwhelming. I don't have facebook, or my space so this is all new to me.
How do you feel about a 100% constructivist and collaborative course like this?
I think it is good for me to learn new things. Although, where I work is somewhat constructivist and I think collaboration is a skill that good teachers need.
How do you feel about publishing your learning on wiki's and blogs? A little intimated, but ready to learn, after all, more and more will become on line.
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