Sentences with phrase «constructivist teacher»

McIntyre et al. (1996) stated that constructivist teacher education programs should create field experiences that facilitate the growth of teacher candidates through experiences, reflection, and self - examination rather than a positivist program that requires the teacher candidates to assume practices mandated by those in authority.

«A constructivist teacher believes that kids are capable, and that they have their own knowledge, and that they construct their knowledge from the things around them,» explains Jamison.

Constructivist teachers focus on enriching students» perspective on the content by facilitating rich experiences.

Apparently, constructivist teachers tend to use the computer for more higher order learning than do traditional teachers.

Not exact matches

It should be pointed out, though, that nothing in the social - constructivist position legitimates the denial of rights... Assertive gay liberationists have argued that it may be strategically wiser to concede the possibility that a few students might be influenced to become gay by having an openly gay teacher as a role model, and to say, «So what?»

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

It is not surprising, then, that history and government textbooks, increasingly shaped by loose standards, incomplete assessments, and a generation of constructivist pedagogy, poorly serve the teacher's critical need for solid information about civil disobedience.

While at times she sounds like a conventional constructivist — endorsing, for example, the principle that children are «sense makers» — her real applause, and the most important focus of her book, is reserved for those education leaders and practitioners who stress a teacher's need to master what I would call granularity.

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

Constructivist pedagogical guidelines are forced on classroom teachers in weekly «professional development» sessions that are closer to a military boot camp than any serious inquiry into the best classroom practices.

«We are seeing learners taking a greater responsibility for their work and if there is one little kernel that is right back to what we are on about it, it is that they own their own learning — teachers don't own it for them, they are not transmitting to students what they need to learn, it is learners having an environment; the constructivist idea of education where they grow themselves, self - directed.

And while the teacher - oriented blogs seem to skew toward a constructivist worldview, the policy blogs are more balanced between Left and Right.

In a most constructivist manner, students and teachers were in essence «living» curriculum through connection, collaboration, knowledge, and synthesis.

Teacher's Comments: This project promotes an active, constructivist learning environment.

So instead, I put together an experience in which they worked in groups attacking a pile of different information sources about Archaeotype that I had lined up: a few pages of an evaluation report on the project, a few Web sites that described the software and the constructivist philosophy behind it, a virtual chat with one of the developers in New York, and a room - based videoconference with a teacher who had tested the program.

Its idea of a great teacher is one who embraces «constructivist» pedagogy, «discovery» learning, and cultural relativism — not one who imparts to students fundamental knowledge or even has it himself.»

To do this, we start from the Global Citizenship Education approach, where the creation of alternative curricular materials and activities support our appropriate methodological tool to capture human dialogical constructivist cohesion between different local educational agents: the students, the families, teachers, institutions and the media.

This curriculum presents inquiry projects as a constructivist act of learning, for both the student and the teacher.

This type of learning experience follows Vygotsky's (1978) suggestion that constructivist teaching can be a social activity that involves «problem solving under [teacher] guidance» (p. 86).

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.

The Interactive Lesson Planner provided links to information and activities that were designed to help the preservice students create a constructivist lesson plan that assessed their future students» current state, grabbed their attention, defined the lesson objective, established teacher input and discussion questions, and outlined the practice, application, and assessment of the lesson.

It has been found that teacher educators often attempt to encourage constructivist lesson planning with nonconstructivist teacher education practices (Doyle & Holm, 1998; Cochran - Smith, 1995).

For example, Kim and Sharp (2000) found that using a technology - enhanced, constructivist - based teaching model of mathematics instruction enhanced preservice mathematic teachers» teaching abilities and confidence in their future teaching.

Once again, students are provided with a link to video clips of teachers modeling input in a constructivist manner and a window to search the Internet for ideas.

An elementary principal, for example, arranged for in - service training inputs on reading strategies for her teachers, while the junior high principal recruited external in - service expertise to support her vision for more constructivist forms of pedagogy.

For the most part, they look more deeply at literacy than either policy or measurement researchers by examining specific aspects of literacy instruction (e.g., writing process, qualities of writing, alignment of assessment with constructivist curriculum frameworks in literacy, specificity of state standards) and by situating much of their work in classrooms or in direct interactions with teachers.

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).

While this analysis concluded that approximately 75 % of students using this approach successfully completed a constructivist lesson, the focus provided by the additional tasks outlined above may increase the percentage of preservice teachers successfully planning constructivist lessons.

Not only can teacher educators use the Internet to facilitate constructivist lesson planning, but they can also use the Internet to showcase their students» finished lessons.

The user of the Interactive Lesson Planner is provided with digital video clips depicting teachers using bell ringers in a constructivist manner.

This type of learning experience follows Vygotsky's (1978) suggestion that constructivist teaching can be a social activity that involves «problem solving under [teacher] guidance or collaboration with more capable peers» (p. 86).

It is clear that a major mission of many teacher education programs is to encourage constructivist teaching (see for example http://www.educ.msstate.edu/EdLead/philosophy.html and http://www.educ.ccny.cuny.edu/ncate/full.htm).

It was hypothesized that by providing preservice teachers with scaffolding and coaching during the planning process, their thought process would be better guided to produce constructivist lessons.

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.

Constructivist pedagogies and prospective teachers» beliefs about the role of a teacher.

Looking again at the «supportive» environment of constructivist pedagogy: An example for preservice teacher education in mathematics.

While I believe strongly that we work on a constructivist paradigm where teachers are working together to build their knowledge and things... there is no secret that they are coming to learn about these teaching approaches; we consider that a quality balanced literacy program has certain features so it is not «guess what is inside my head,» it is «today we are going to learn about reading, and tomorrow we are going to learn about shared reading, and then we are going to learn about guided reading, and then we are going to learn about» you know...

Conversely, integrating technology into coursework has moved teachers to adopt more student - centered and constructivist practices (Roblyer & Edwards, 2000).

The charge of teacher educators is to design and model constructivist learning experiences that fully engage students in the effective use of technology to support these designs.

In a constructivist classroom like this, the teacher can inspire students to seek out knowledge, construct meaning, and connect and apply their learning to the larger world beyond the classroom.

In other words, teachers may have gotten better at teaching math using constructivist techniques or they may have given up on trying.

With several awards in STEM education, much of Mr. Reynolds» work has centered around the use of standards - based curricula and constructivist pedagogy to improve student and teacher outcomes.

Preservice teachers need modeling of and engagement in constructivist practices that explicitly use technology to support teaching and learning.

Facilitating a constructivist vision of technology integration among education faculty and preservice teachers.

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).

Ten specific ways to assure constructivist technology use in teacher education are highlighted.

If one agrees with von Glasersfeld (1984) and the constructivist philosophy, then prospective mathematics teachers need opportunities to develop their ideas and learn from one another, regardless of the environment in which they are learning.

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).