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Thursday, 8/4/2011: Week 3 Constructivism Part II

CI 512: Teaching and Learning. Thursday, 8/4/2011: Week 3 Constructivism Part II. Class Outline: Constructivism. Note Taker: Mike Povosky Observer: Greg Richard Logistics (9:00-9:05) Constructivist Theory (9:05-9:15) Small Group Discussion (9:15-9:45) Whole Class (9:45-10:15)

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Thursday, 8/4/2011: Week 3 Constructivism Part II

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  1. CI 512: Teaching and Learning Thursday, 8/4/2011: Week 3 Constructivism Part II

  2. Class Outline: Constructivism Note Taker: Mike Povosky Observer: Greg Richard • Logistics (9:00-9:05) • Constructivist Theory (9:05-9:15) • Small Group Discussion (9:15-9:45) • Whole Class (9:45-10:15) • Break (10:15-10:25) • Principles of Group Participation (10:25-10:45) • Project Work Time • Small Group (10:45-11:30) • Share Out (11:30-11:40) • Observer Observations (11:40-11:45) • Conclusions and Exit Cards (11:45-11:50)

  3. Snap Shots Reflections • Many snap shots could be strengthened by adding more specific descriptions of theory • Specify who’s version of constructivism you are using for your analysis • Please ask if you have questions about my comments

  4. APA Internal Citations • When making reference to an author’s name, cite the date after the name: Ex. According to Labato (2003) actor-oriented transfer has advantages over traditional views of transfer. • When making reference to a source without using the author’s name, cite the author’s name and date at the end of the paragraph: Ex. Paiget describes 4 stages of cognitive development (Phillips & Soltis, 2009). • When quoting directly, include author’s name, date, and page number. Put the quotation marks before the citation and a period after: Ex. As Paiget explains, “It is probably possible to accelerate, but maximal acceleration is not desirable” (Resnick & Ford, 1981, p. 178)

  5. Exit Card Reflections • One student asked for a shorted break– another asked for a longer break. Vote? • Today’s class will focus on Brooks & Brooks • Clarity on the connection between Piaget and Constructivism • Some are starting to feel the pressure of 3 classes

  6. Constructivist Theories(Ernst, 1996) • A plurality of theories: occasionally in opposition with one another • Basic premise that learning is a constructive process

  7. Vocabulary • Ontology- theory of existence • Epistemology- theory of learning and the nature of knowledge • Pedagogy- theory of teaching, the means to facilitate knowledge

  8. Weak Constructivism • All individual human knowledge is individually constructed • The mind is a data-processing computer, however all data is self constructed • There exists a realm of objective knowledge • Local paradigm: only accounts for the knowledge representations of individuals

  9. Weak Constructivism “Learning is then characterized as a process in which students gradually construct mental representations that accurately mirror the mathematical features of external representations.” Cobb, Yackel & Wood (1992). A constructivist alternative to the representational view of the mind in mathematics education. Journal for Research in Mathematics Education 23(1) p. 3.

  10. Social Constructivism • Individuals are “the realm of the social” as inextricably interconnected • No metaphor for the isolated individual mind: must be viewed in terms of its interactions • Meaning is socially constructed and constrained by the shared experiences of the underlying physical reality • Socially constructed meaning seeks to represent the ontological reality, which will never be fully attained • Modified relativist ontology: “There is a world out there supporting the appearances we have shared access to, but we have no certain knowledge of it” (pg. 343)

  11. Radical Constructivism • von Glasersfeld(1917-2010) • Cognition is adaptive • Only concerned with the experiential world and not an ontological reality • Experiencers of the world construct understanding based upon perception as opposed to inaccessible reality • Neutral in ontology: not concerned with the existence of objective world • Language serves as an imperfect mediator between unknowable minds

  12. Fish is FishLeo Lionni

  13. Small Group Discussion • How does Fish is Fish story relate to the constructivist paradigm? • What are the limitations of language for understanding the mental constructs of others? What are ways to resolve the problems of language? • Discuss the merits of Brooks & Brooks’ argument for a constructivist classroom. What are some critiques? • Pick 4 (or more) principles of “constructivist teaching” outlined in chapter 9. • Discuss the strengths and weaknesses of each of the principles? • How might you see them enacted in your future classrooms?

  14. Break

  15. Group Presentations • 4-5 people (next slide) • 20-30 minute teaching/learning activity on a topic of the groups’ choice • Draw upon at least two different learning theories • YOUR CHANCE TO SHOW THEORY IN ACTION! • Feel free to draw upon pre-existing curriculum and resources • Illuminations.nctm.org • Metropolitan Instructional Support Lab (3rd floor) • Math Resource Lab Neuberger 305

  16. Group Presentation Write-up It is a GROUP presentation and an INDIVIDUAL write-up 1. A description of how the lesson relates to teaching/learning theories (1-2 pages) 2. A personal reflection on what you learned and how this project will impact your future teaching (1-2 pages) 3. An evaluation of every group member (including yourself) based upon the principles of group participation created by the class community.

  17. Group Presentation • Individual write-ups are due the date of your presentation • 20 points are based on the presentation • 50 points based on the write-ups • 10 points based on group member evaluations

  18. Principles of Group Participation • In groups of 3 or 4, brainstorm a list of principles of group participation that you wish to be evaluated against • Each principle should be ratable on a scale from 1 to 5 (1 means I don’t agree, 5 means I agree strongly) Example: This group member was always happy 1 2 3 4 5 • Decide upon your top three principles and list them on this sheet. • Remember, these are the criteria that both you and your group mates will be held accountable to.

  19. Group Presentation Groups

  20. Group Projects Goals: • Topic • Concrete sources • PLEASE WRITE DOWN YOUR SOURCES!! Resources: • Illuminations.nctm.org • Metropolitan Instructional Support Lab (3rd floor) • Math Resource Lab Neuberger 305

  21. Observations

  22. Exit Card Reflections • Rate your level of participation today (0-3) • Name one thing that you learned today • Name one thing you are struggling with or would like to know more about

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