Constructivism: A Holistic Approach to Teaching and Learning Janet Giesen Faculty Development and Instructional Design Center Northern Illinois University Introductions • Your name • Your department or unit • Your experiences or knowledge of constructivism • Why have you joined us today? Overview • Learning cycle • Constructivism – Learning theory – Process – Instructional strategy • Classroom applications • Instructor and student roles Learning Cycle or “5 E’s” Engage Extend Evaluate Explain
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EDRD 5305-ACP Assumption 1: Teaching is more than dispensing information, because learning is more than receiving and remembering. Learning is the construction of meaning, an active process on the part of the learner. Teaching is creating classroom contexts that support the knowledge construction process. As a teacher we must remember that we are all different learners. There are students who are visual when others are audio or kinesthetic. Especially when reading some students find it difficult
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Introduction The history of psychology dates as far back as ancient Greece. The philosophers since the 4th century BCE have been trying to define exactly what it is that makes us, us. Plato proposed four groupings (artistic, sensible, intuitive, reasoning) and Aristotle hypothesized four factors (iconic i.e. artistic, pistic i.e. common sence, noetic i.e. intuition and dianoetic i.e. logic) and contributed to ones social order in society. (blog. tiptaplab.com). Personality psychology is a branch
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Learning Game Project: 80/20 Rule Report Table of Contents I. 80/20 Rule Concept: An Overview…………………………………..……………pg. 1 II. 80/20 Rule Concept: Importance and Implications in Business.....……………….pg. 1 III. Learning Game Description…………………………………….…………………pg. 1 IV. Resources………………………………………………………………………….pg. 2 I. 80/20 Rule Concept: An Overview The 80/20 rule is a well-known, theory that can be broadly applied to many different situations and areas of study. It originates from
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The topic that I would like to teach for this class period is: Purpose and Methods of Delivery for Microsoft PowerPoint Presentations BEHAVIORAL OBJECTIVES: Students will be able to create and build from scratch a purposeful multimedia Powerpoint Presentation. Students will be able to recognize when presentation software is appropriate to be utilized to communicate information. Students will be able to understand the methods of presentation delivery and distribution. PROCEDURAL OBJECTIVES:
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How can the way in which we organise our thinking by using mental images, concepts and schemas help us improve our memory? There are many methods that can be used to improve our memory; in this essay we will look at the principles of mental images, concepts and schemas and how organising our thoughts can help improve our memory and our memory recall. In order to fully understand these principles, it is necessary to look at each method in turn, discuss the supporting evidence and evaluate how
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As illustrated in Figure 2.1., there are tasks that are located outside ZPD; either too easy that the learner can already do independently or too difficult that the learner cannot carry out even under guidance of MKOs; for example, a task in which a child should solve a complicated Algebra equation. On the other hand, a more average zone is located between the two mentioned areas wherein the learner is faced with tasks slightly more complicated than his/her abilities although s/he has the potential
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that the success of this program or even any other program is possible only once the employees are aware about the program and can work accordingly. Many big concerns like the Soft Drink Giant PepsiCo has been making use of Visual to conduct the learning program for their employees in order to initiate the success of the new ideas within the context of the company. Many leaders and managers in the company prefer to align the educational system and its offerings with the goals and objectives of the
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An organization that learns does not automatically mean that it is a learning organization Introduction With the advance of economy, the competitions between enterprises are increasingly fierce. The research about organizational learning (OL) can be traced back to 1970s, Argyris and Schön gave a definition that diagnoses and corrects the mistake of organizations. Later, Huber (1991) published one of the most superior views about OL that during the processing of information, if the
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RamCT. Purpose: (1) Glean insights from the College of Business selected “Book across the Core” to apply to what you are learning in MKT 300, (2) Demonstrate the ability to synthesize across areas of knowledge, and (3) Develop an appreciation for life-long learning. What will you do: Using key principles and excerpts from the book, distill some key learnings that are relevant to your life and career. Then, develop a visualization/creative expression that can be shared via some form of
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