Sentences with phrase «constructivist approaches»

From the mid-1980s to the present, the field has been marked by a diversity of approaches that partly reflect the original schools, but which also draw on other theories and methods from individual psychotherapy and elsewhere — these approaches and sources include: brief therapy, structural therapy, constructivist approaches (e.g., Milan systems, post - Milan / collaborative / conversational, reflective), solution - focused therapy, narrative therapy, a range of cognitive and behavioral approaches, psychodynamic and object relations approaches, attachment and Emotionally Focused Therapy, intergenerational approaches, network therapy, and multisystemic therapy (MST).

-- planning to integrate technology to support learning in your developmentally appropriate program — evaluating digital products to ensure they align with constructivist approaches, as well as preschool standards — integrating technology into learning centers in child - initiated programs.

Roszak found regular work through the Federal Art Project of the WPA, and in 1938, he began teaching at the Design Laboratory, a tuition - free, experimental design school under the aegis of the WPA that promoted Bauhaus and constructivist approaches to art.

With an advisory board that included Laszlo Moholy - Nagy, the Design Laboratory promoted Bauhaus and constructivist approaches to art.

Inspired by constructivist approaches to art and mass production, Muñoz also continues the tradition of body and durational performance, here synchronized to the steady rhythm of a metronome.

Thus, the technology learning was situated within the teachers» own classroom setting and instruction, supported by informal discourse community focused on technology integration at the school sites, and guided by constructivist approaches to teaching and learning with technologies.

Numbers Count teaching and training are firmly underpinned by constructivist approaches, in this way the training supports and encourages self - guided learning.

VLEs such as Moodle are characterized by constructivist approaches, their main intended use being a place to collaborate and extend discussions as oppose to hosting trackable learning objects.

Didactic instructional approaches are less effective and engaging than methods involving more constructivist approaches.

A more open - ended, constructivist approach to the lesson would pose an even greater challenge for our edgling AI teacher.

This constructivist approach engages students to do more complex work and spend more time on the task than they normally would.

Mindfulness in teacher education: A constructivist approach to stress reduction for teacher candidates and their students.

This PowerPoint makes learning fun with a constructivist approach.

Perhaps most intriguing is Douglas County's forthright embrace of a constructivist approach to school improvement.

«Things such as blogs, wikis, VoiceThreads — essentially multimedia blogs that allow voice and even video comments — provide students with a level of control and interactivity that lends itself to a constructivist approach to language teaching.»

It described a 4th - grade class in Ossining, New York, that used a constructivist approach to teaching math and spent one entire class period circling the even numbers on a sheet containing the numbers 1 to 100.

They move from a behavioral approach to a more constructivist approach.

We realised that a constructivist approach to pedagogy wasn't delivering the goods that our kids needed.

According to Dr. Helen Barrett (PDF), portfolios fall into two categories: the positivist approach (using portfolios for learning), and the constructivist approach (using portfolios as learning).

As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests.

The use of metaphor was intended to exemplify a constructivist approach by encouraging preservice teachers to build on their own prior knowledge when attempting to plan constructivist lessons.

«This study shows that the flipped classroom does not result in higher learning gains or better attitudes over the nonflipped classroom when both utilize an active - learning, constructivist approach.

For example, one lesson plan that exhibited a constructivist approach suggested that the lesson begin with a QuickTime video clip of a forest fire and Smokey the Bear warning, «Only you can prevent forest fires.»

All the way, the instructor circulated the classroom activating prior knowledge and stimulating the constructivist approach by asking how their planned approach might activate their future students» prior knowledge.

While some students were found to demonstrate a constructivist approach to decisions about ratios / proportions, the authors concluded, «The extent to which the preservice teachers could make plans consistent with constructivism was highly variable» (Kim & Sharp, 2000, p. 328).

Because this approach is markedly different than the traditional teaching approach and because teachers tend to teach the way they were taught, it is no wonder that teacher educators are having difficulty teaching their students to use the constructivist approach (Goodlad, 1990; MacKinnon & Scarff - Seatter, 1997; Schifter & Fosnot, 1993).

Doyle and Holm (1998) asserted that preservice teachers do not teach with the constructivist approach because they are taught linear lesson planning.

With its constructivist approach to teaching and a dedicated and diverse school community, Open is one of the most unique schools in the district.

Specifically, Mintrop (2001), for example, found that of the 15 students participating in a 3 - year effort to learn how to successfully implement an «ambitious constructivist model,» none were able to fully implement the constructivist approach as it was «envisioned by the pedagogy» (p. 208).

As described above, Toni consequently has dilemmas concerning her authority in specifying the instructional model and the maintenance of a constructivist approach.

In this model instruction can be classified into the teacher - led direct instruction of the giving mode of instruction, the teacher - scaffolded student exploration of the prompting mode, and the constructivist approach of the making model, in which students learn through product creation.

Reflective practices are also in line with the constructivist approach to teacher preparation to develop reflective teachers (McIntyre et al., 1996; Pinar, 1989; Valli, 1992).

Two complementary frameworks were used as «theoretical lens [es]... to guide [our examination of] what issues are important to examine [and] how the final accounts need to be written» (Creswell, 2003, p. 131): (a) experiential learning framework (Knowles & Cole, 1996) and (b) constructivist approach to teacher preparation (McIntyre, et al. 1996).

This constructivist approach to teacher preparation, like the experiential learning framework, also recognizes the influence of personal histories on professional choices.

In this case study, two complementary frameworks, the experiential learning framework (Knowles & Cole, 1996) and the constructivist approach to teacher preparation (McIntyre et al., 1996), were used to guide the data analysis.

According to researcher Shelley Billig, the anecdotal evidence indicates that when service learning has a strong connection to standards, its student - centered, constructivist approach clearly benefits classroom practice.

In his research on teacher education in social studies, Molebash (2004) found support for using this model, arguing that a «consistent theme among methods course technology integration success stories is a constructivist approach» (p. 415).

Teachers have notions about how students learn, whether they take a traditional approach to learning or a more constructivist approach.

Social studies for the elementary and middle grades: A constructivist approach.

5E's instructional model is defined and developed based on the constructivist approach to learning.

A constructivist approach to the National Educational Technology Standards for Teachers.

I am constantly trying to challenge students to take a constructivist approach, ask questions, and in turn, apply their learning in diverse ways.

For traditional moralists, the constructivist approach is a waste of time.

We foster academic excellence through project - based learning using a constructivist approach, student portfolios, assessments of and for learning and academic discourse and argumentative writing.

Traditionalists are even more likely to offer another objection to the constructivist approach, one that boils down to a single epithet: relativism!

Most teachers in England will tell you we pursue a constructivist approach to teaching.

Social studies for the elementary and middle grades: A constructivist approach (3rd ed.).

A social constructivist approach is easily recognizable in the lesson plans and curriculum components.

Technology roots Power Center Academy classrooms in the constructivist approach, which offers students the opportunity to design their own learning experiences.

As a result, curricula were developed that integrated the content standards into teaching and learning within classrooms, and the overall practices within buildings came to reflect a more social - constructivist approach.