Sentences with phrase «planning constructivist»

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.

Those planning constructivist lessons are asked to develop a learning activity that is «minds on» as well as hands on (i.e., the activity helps students go from Point A to Point B).

Those planning constructivist lessons are to describe their objectives in terms of what observable things students will be able to do.

After clicking on this hypertext link, those planning constructivist lessons are prompted to brainstorm about students» interests, abilities, current knowledge, experiences, issues, and misconceptions.

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.

Not exact matches

In fact, there are civil disobedience lesson plans, but most are based on poorly applied constructivist theory.

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.

Rather than using technology as Kim and Sharp and others have done by modeling and demonstrating constructivist lessons first and then having preservice education students attempt to plan lessons by emulating the approach later, the present approach promoted constructivist lesson planning while students were in the process of planning 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).

After witnessing students planning with the Interactive Lesson Planner and with coaching from the instructor and then teaching their lessons to their fellow students, it seemed evident that this type of linear lesson planning can prepare education students to implement constructivist lessons.

In conclusion, using the Interactive Lesson Planner and instructional scaffolding during the planning process can enhance the planning and teaching of constructivist lessons.

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.

Constructivist lesson planning requires creative thought that novice lesson planners often find difficult to do on the spot (Holt, 2000; Klein, 1997; Mintrop, 2001).

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).

The use of metaphor and technology to enhance the instructional planning of constructivist lessons.

It appears that those who were unsuccessful at planning and teaching constructivist lessons knew that their task was to activate prior knowledge and to spur student reaction.

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.

This lesson plan was used successfully to spur a constructivist learning experience.

It was apparent that this lesson and others like it exemplified the essence of the metaphor of getting students from Point A to Point B, used authentic resources found on the World Wide Web via the Interactive Lesson Planner, followed the video clip models of constructivist teaching found on the Interactive Lesson Planner, and reflected thinking shaped by instructional scaffolding provided during the planning process.

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.

Just as one may build a travel plan by considering how to get from the origin to the destination, so too when teaching in a constructivist mode, one must encourage the student to build upon their prior knowledge («Point A») in order to get them to reach the learning objectives («Point B»).

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

Outlined below is one type of constructivist lesson plan format.

In this situation, the planned lesson models a constructivist learning approach in which the students» understanding is constructed by the activities they complete through the project.

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

The center of the open - plan room is currently taken by a solid life - size marble torso by Manuel Neri, reclining on the floor beside a black 10 - foot - high constructivist welded - steel work by Emeryville - based British sculptor Brian Wall.

-- 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.