Project Team Approach
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PROJECT TEAM APPROACH Charles Newell George Paitich Leymon Sheik-Yusuf Keith Shellum Rebecca Wiedmeyer EDU 383 – April 16, 2013
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Project Team Approach. Charles Newell George Paitich Leymon Sheik-Yusuf Keith Shellum Rebecca Wiedmeyer EDU 383 – April 16, 2013. What is a graphic?. Graphics are a type of visual art, it could be a drawing, words, or both - PowerPoint PPT Presentation
Transcript of Project Team Approach
PROJECT TEAM APPROACH
Charles NewellGeorge Paitich
Leymon Sheik-YusufKeith Shellum
Rebecca WiedmeyerEDU 383 – April 16, 2013
WHAT IS A GRAPHIC? Graphics are a type of visual art, it could be a
drawing, words, or both Part of the process of writing is to translate
ideas into words or pictures, which makes things clear for students
Digital image
Graphic organizers are visual displays of ideas or maps that show the relationship between learning tasks
Graphic organizers are a great tool for the writing process
Examples: outlines word or mind maps plot map 5W chart double bubble
Helps students see the bigger picture- a roadmap to their learning
How we use them… Graphic Organizer…
GRAPHIC
ORGANIZER
EXAMPLES
HOW DO GRAPHIC ORGANIZERS ENHANCE LEARNING?
Graphic or graphic organizers give students a clear outline of the task they are working on.
We can use graphic organizers as part of the writing process to teach students: brainstorm outline idea write a draft edit and revise
People tend to think in pictures - graphic organizers will help students get their complex idea in print through words or pictures
Helps students see the whole picture Students can get creative with organizing their
ideas
?
The cognitive psychologists, Piaget, Brunner, and Vygotsky, all aided in the development of constructivism. They saw
learners as the number one agent in constructing their own knowledge and understanding that acquired knowledge.
They all see the importance of cognitive development and the applied methods when this
cognitive development takes place. Their discoveries and influences in development have continued to provided
teachers guidance within their classrooms through today.
JeanPiaget
JeromeBrunner
LevVygotsky
Vygotsky
BrunerPiaget
Learning is the construction of
knowledge within a social context
Development happens when
conflict are created in the
mind
Knowledge happens through interactions with the environment
Learner is an active participant
in his/her own learning within
society
Assimilation = fitting information
into categories
Language plays a central role in
cognitive development
Young age capable of learning any material
as long as the instruction is
organized appropriately
Teachers teach by “scaffolding” their lessons for the individual
Human brain seeks patterns and order in language and its environment
Social interactions play an important role in cognitive development
Ability to provoke a child into increased thought processes.
Big ideas and broad concepts transfer to other courses and contexts
EXAMPLES OF PSYCHOLOGIST’SVIEWS OF LEARNING
Bruner
Vygotsky
Piaget
Cognitive Psychologists
Behaviorist Psychologists
Association between specific events and specific consequences (stimuli)
Learning takes place in the mind
Capacity to process and organize information in their mind
Only concerns itself with behaviors that are observed
No difference between animal behavior and human behavior.
Concerned less with visible behavior and more with the thought processes behind it
Attempts to explain human behavior
Gauge how humans interpret their environments
Using assessment as a tool to measure student’s mastery of content
The psychologists, educators, and theorists of the 1900s had dramatic influence on how we view learning today. Early in the century the behaviorist perspective was formed, which saw learning as responses to external stimuli. Knowledge, from this perspective, could only be demonstrated through observable changes in behavior, and motivation to gain that knowledge was thought to come from external forces.
The second half of the 20th century saw the cognitive psychologists begin to reject many of the behaviorists’ assertions about learning. Theorists of this movement, such as Vygotsky, Piaget, and Bruner, argued that learning was an internal mental process. Knowledge was seen as individualized and malleable, and motivation to learn came from the learners themselves.
NARRATIVE
( NARRATIVE CONTINUE )
The views of the cognitive psychologists laid the building blocks for constructivism – the modern understanding of how we learn. Constructivism differs from earlier theories by placing more importance on the learner as an active participant in creating and recreating their own understanding of the world around them. In this view teachers scaffold experiences, offer multiple paths to learning, and generally guide students through their knowledge of learning techniques and the learners themselves.
Over the course of a century our conceptions of learning and learners has shifted from the behaviorist perspective to the views of cognitive psychologists, and finally settled into constructivism. Learning that was once seen as passive absorption is now believed to be active transformation, and it is because of this change that we are able to make our classrooms more vibrant, more engaging, and ultimately more effective than ever before in history.
“What we see changes what we know. What we know changes what we see.”
― Jean Piaget
