thursday, 8/4/2011: week 3 constructivism part ii
DESCRIPTION
CI 512: Teaching and Learning. Thursday, 8/4/2011: Week 3 Constructivism Part II. Class Outline: Constructivism. Note Taker: Mike Povosky Observer: Greg Richard Logistics (9:00-9:05) Constructivist Theory (9:05-9:15) Small Group Discussion (9:15-9:45) Whole Class (9:45-10:15) - PowerPoint PPT PresentationTRANSCRIPT
CI 512: Teaching and Learning
Thursday, 8/4/2011: Week 3
Constructivism Part II
Class Outline: ConstructivismNote Taker: Mike Povosky Observer: Greg Richard
Logistics (9:00-9:05) Constructivist Theory (9:05-9:15)
Small Group Discussion (9:15-9:45) Whole Class (9:45-10:15)
Break (10:15-10:25) Principles of Group Participation (10:25-10:45) Project Work Time
Small Group (10:45-11:30) Share Out (11:30-11:40)
Observer Observations (11:40-11:45) Conclusions and Exit Cards (11:45-11:50)
Snap Shots Reflections
Many snap shots could be strengthened by adding more specific descriptions of theory
Specify who’s version of constructivism you are using for your analysis
Please ask if you have questions about my comments
APA Internal Citations When making reference to an author’s name, cite the
date after the name:Ex. According to Labato (2003) actor-oriented transfer has advantages over traditional views of transfer.
When making reference to a source without using the author’s name, cite the author’s name and date at the end of the paragraph:Ex. Paiget describes 4 stages of cognitive development (Phillips & Soltis, 2009).
When quoting directly, include author’s name, date, and page number. Put the quotation marks before the citation and a period after:Ex. As Paiget explains, “It is probably possible to accelerate, but maximal acceleration is not desirable” (Resnick & Ford, 1981, p. 178)
Exit Card Reflections
One student asked for a shorted break– another asked for a longer break. Vote?
Today’s class will focus on Brooks & Brooks Clarity on the connection between Piaget
and Constructivism Some are starting to feel the pressure of 3
classes
Constructivist Theories(Ernst, 1996)
A plurality of theories: occasionally in opposition with one another
Basic premise that learning is a constructive process
Vocabulary
Ontology- theory of existence Epistemology- theory of learning and the nature
of knowledge Pedagogy- theory of teaching, the means to
facilitate knowledge
Weak Constructivism
All individual human knowledge is individually constructed
The mind is a data-processing computer, however all data is self constructed
There exists a realm of objective knowledge Local paradigm: only accounts for the knowledge
representations of individuals
Weak Constructivism“Learning is then characterized as a process in which students gradually construct mental representations that accurately mirror the mathematical features of external representations.”
Cobb, Yackel & Wood (1992). A constructivist alternative to the representational view of the mind in mathematics education. Journal for Research in Mathematics Education 23(1) p. 3.
Social Constructivism
Individuals are “the realm of the social” as inextricably interconnected
No metaphor for the isolated individual mind: must be viewed in terms of its interactions
Meaning is socially constructed and constrained by the shared experiences of the underlying physical reality
Socially constructed meaning seeks to represent the ontological reality, which will never be fully attained
Modified relativist ontology: “There is a world out there supporting the appearances we have shared access to, but we have no certain knowledge of it” (pg. 343)
Radical Constructivism von Glasersfeld (1917-2010) Cognition is adaptive Only concerned with the experiential world and not an
ontological reality Experiencers of the world construct understanding based
upon perception as opposed to inaccessible reality Neutral in ontology: not concerned with the existence of
objective world Language serves as an imperfect mediator between
unknowable minds
Fish is FishLeo Lionni
Small Group Discussion How does Fish is Fish story relate to the constructivist
paradigm? What are the limitations of language for understanding
the mental constructs of others? What are ways to resolve the problems of language?
Discuss the merits of Brooks & Brooks’ argument for a constructivist classroom. What are some critiques?
Pick 4 (or more) principles of “constructivist teaching” outlined in chapter 9. Discuss the strengths and weaknesses of each of the
principles? How might you see them enacted in your future classrooms?
Break
Group Presentations
4-5 people (next slide) 20-30 minute teaching/learning activity on a topic of the
groups’ choice Draw upon at least two different learning theories YOUR CHANCE TO SHOW THEORY IN ACTION! Feel free to draw upon pre-existing curriculum and
resources Illuminations.nctm.org Metropolitan Instructional Support Lab (3rd floor) Math Resource Lab Neuberger 305
Group Presentation Write-up
It is a GROUP presentation and an INDIVIDUAL write-up1. A description of how the lesson relates to
teaching/learning theories (1-2 pages)2. A personal reflection on what you learned and how this
project will impact your future teaching (1-2 pages)3. An evaluation of every group member (including
yourself) based upon the principles of group participation created by the class community.
Group Presentation
Individual write-ups are due the date of your presentation
20 points are based on the presentation 50 points based on the write-ups 10 points based on group member
evaluations
Principles of Group Participation
In groups of 3 or 4, brainstorm a list of principles of group participation that you wish to be evaluated against
Each principle should be ratable on a scale from 1 to 5 (1 means I don’t agree, 5 means I agree strongly)Example: This group member was always happy 1 2 3 4 5
Decide upon your top three principles and list them on this sheet.
Remember, these are the criteria that both you and your group mates will be held accountable to.
Group Presentation Groups
Present Tues. 8/16 Present Thurs. 8/18
Group 1 Group 2 Group 3 Group 4 Group 5
Mike P. Mike T. Carlos Westie GregNick Michael Casey Laura KyleColin Arielle Martin Mike M. ChaiTeale Iman Sean Chad KarenDerek
Group Projects
Goals: Topic Concrete sources
PLEASE WRITE DOWN YOUR SOURCES!!Resources: Illuminations.nctm.org Metropolitan Instructional Support Lab (3rd floor) Math Resource Lab Neuberger 305
Observations
Exit Card Reflections
Rate your level of participation today (0-3)
Name one thing that you learned today
Name one thing you are struggling with or would like to know more about