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  • Add A Little Constructivism

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    The six principles of constructivism can be incorporated into an activity for your students. Use ideas from the session or review these links to help you. Share a brief description of your classroom activity. Introduce students to a poem. Each poem represents a different kind of figurative language. Students will talk about how they came to the meaning of the poem.

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    addalittleconstructivismrw

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    The six principles of constructivism can be incorporated into an activity for your students. Use ideas from the session or review these links to help you. Share a brief description of your classroom activity. Introduce students to a poem. Each poem represents a different kind of figurative language. Students will talk about how they came to the meaning of the poem.

    Авторское право:

    © All Rights Reserved
    Скачайте в формате PDF, TXT или читайте онлайн в Scribd
    Отметить как неприемлемый контент
    19 просмотров2 страницы

    Add A Little Constructivism

    Загружено:

    api-313781050
    The six principles of constructivism can be incorporated into an activity for your students. Use ideas from the session or review these links to help you. Share a brief description of your classroom activity. Introduce students to a poem. Each poem represents a different kind of figurative language. Students will talk about how they came to the meaning of the poem.

    Авторское право:

    © All Rights Reserved
    Скачайте в формате PDF, TXT или читайте онлайн в Scribd
    Отметить как неприемлемый контент
    из 2

    RebeccaWinter

    AddaLittleConstructivism
    Duringyoursession,youexploredthesixprinciplesofconstructivism.Chooseatleasttwo
    principlesandincorporatethemintoanactivityforyourstudents.
    Useideasfromthesessionorreviewtheselinkstohelpyou:
    Teachnology:ClassroomApplicationsofConstructivism
    ConcepttoClassroom:WhatdoesConstructivismhavetodowithmyclassroom?
    ImaginationSoup:WhatisaConstructivistClassroom?

    NameofActivity:
    JoyofPoetry
    SuggestedTime:
    3classperiods(45minuteseachsession)
    Standards:
    RL4/RI4/SL3
    PrinciplesofConstructivism:Highlighttheprinciplesyouplantoincorporate.

    Socialinteraction
    Collaborativeinteractionwith
    peersintroducesmultiple
    perspectivesforstudentsto
    considerthroughreflection,
    discussionandthe
    developmentofshared
    meaning.

    Activeengagement
    Understandingisdeepened
    bythestudentthrough
    engagementinmeaningful
    experiences.Studentsmust
    findtheexperiencerelevant
    andinterestingsotheywill
    becomeabsorbedinthe
    creationofpersonal
    meaning.

    Knowledgeconstruction
    Understandingisapersonal
    formationofmeaning
    throughthedevelopmentof
    mentalmodels.Individuals
    buildunderstanding
    internallybyreachingsome
    typeofagreementbetween
    newinformationand
    previousknowledge.New
    mentalmodelsareput
    togetherthrougha
    processofaccommodation,
    assimilationorrejection.

    Priorknowledgeand
    experience
    Individualsareuniqueand
    havevariedlifeexperiences
    andbeliefsthatshapetheir
    understandingoftheworld.

    Reflectiveprocess
    Creatingmeaningisa
    processofthinking,
    ponderingand

    Understandingevolves
    Learningisnotstagnantitis
    somethingthatcontinuesas
    newinformationis
    uncoveredovertime.

    2013TheCuratorsoftheUniversityofMissouri.
    http://emints.org

    emintsinfo@emints.org

    RebeccaWinter

    meditatingaboutthe
    learningprocessandwhatis
    known.

    Description:Shareabriefdescriptionofyourclassroomactivity.
    Introducestudentstoapoem.Iwillconnectthemeaningofthepoemtomypersonal
    experience.Iwillusefigurativelanguageexamples(RL&RI4)toshowhowIcameto
    themeaningofthepoem.

    Step1:(Day1)Dividestudentsintohomogenousgroups.Eachpoemrepresentsa
    differentkindoffigurativelanguage...onomatopoeia,similes/metaphors,alliteration,
    etc

    Studentswilltalkabouttheirpoem,theywillcomeupwithanagreeduponmeaning.
    Theywillcomeupwithexamplesfromtheirpoemthatshowwhattheirfigurative
    meaningis.Studentswillhighlight,explainandunderstandthefigurativelanguage
    highlightedintheirpoem.

    Step2:(Day2)Studentswillformheterogeneousgroupswith1studentfromeach
    figurativelanguagegroup.Studentswillthencomeupwithauniversalthemeusing
    theirrespectivepoemsandhowtheycanderivemeaning.

    Step3:(Day3)Studentswillcreatepostersoftheiruniversalthemesillustratingthe
    differentfigurativelanguageexamples.Theywillthenpresenttotheclassabouttheir
    universaltheme.

    Aftersharingwiththeclass,eachstudentwillthenreflectontheirlearningprocessin
    theirjournals.Studentswillprocessthedifferentuniversalthemes,makeconnections
    betweentheuseoflanguageandmeaning.

    Pleasesharethisdocumentwithyourtrainer.

    2013TheCuratorsoftheUniversityofMissouri.
    http://emints.org

    emintsinfo@emints.org

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