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Using Padlet, Brainstorm ideas on different types of facemasks for COVID 19.

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Using Padlet, Brainstorm ideas on different types of facemasks for COVID 19.

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Upload any example from google.
Observe other students ideas and like any 3 or more .

2. Using Seesaw Or any digital platform upload your example of the image of  a mask.
Problem solve a plain mask, By designing  any pattern, decoration or idea for the mask.

students verbally critically analyze each others work as teacher presents the view for every students work.

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How do I apply constructivism in my classroom?
What are some simple ways to get started?
What are some challenges I may face?
How do I assess student progress?
How does constructivism align with state and national standards?
How does technology complement constructivism?
How do I work with my school, the parents, and the community?

How does technology complement constructivism?

"Constructivism proposes that learning environments should support multiple perspectives or interpretations of reality, knowledge construction, and context-rich, experience-based activities."

The rapid development of increasingly powerful computer and communication systems has great implications for the constructivist approach to education. It offers a tremendous amount of information, tools for creativity and development, and various environments and forums for communication. Within a student-centered curriculum based on student performance or research, new technology tools provide many opportunities for students and teachers to build knowledge in an engaged setting.

. The Internet and its graphic window, the World Wide Web, have made vast amounts of information available in a timely fashion.

Students can initiate searches more and more independently using information technology.

Teachers can encourage searching and classification more readily in a technology-rich environment. (Filtering software protects younger students from inappropriate areas on the World Wide Web.)

Primary source material is increasingly available in forms that allow it to be incorporated into student-created archives and knowledge constructions. Educational institutions have posted much material useful in the sciences, mathematics, literature, and social sciences. As one example, the Library of Congress American Memories project contains primary source material from pioneers' diaries, the first recording studios, early photographers, and explorers' accounts.

High-quality, current material on major events is immediately available. A landing on Mars, a comet hitting Jupiter, a space walk, photographs and statistics of major storms. Students can research, classify, and store multimedia information from these events and more.

. Increasingly powerful software applications have put tools for interpretation and knowledge creation in the hands of learners of all ages and abilities. Word processing and desktop publishing, databases and spreadsheets, digital photography and art applications, multimedia and Web-authoring programs have greatly enhanced students' potential for expression. These computer-based tools have tapped into students' multiple intelligences, and enabled those with aptitude in visual learning, for example, to demonstrate knowledge creation more effectively. Teachers are restructuring their classrooms so that students can participate as producers. For example, teachers might organize the students to create a museum kiosk to demonstrate student knowledge.

Graphic organizer

concept mapping

Inspiration

Programming language

logical structures--students use mathematical thinking with visual objects

Prologue, Logo, Microworld, Turtle Math

Simulation-building software

systems representation

Stella

Graphics application

visual illustration

CorelDraw

Authoring tool

multimedia presentations, portfolios

HyperStudio, Director, PowerPoint

. Computer technology has enhanced the opportunities for students to communicate with others.

Students and teachers can extend their dialogue beyond the physical and time constraints of the classroom using e-mail, listservs, and live chats. Electronic-data archives, Web sites, and e-mail all allow for increasingly expedient and effective collaboration between students. Visit our CONCEPT TO CLASSROOM Workshop, "WebQuests" on using the Internet in the classroom.

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Concept to Classroom | About the Series | Resources | Sitemap | Credits

Thirteen | Thirteen Ed Online | thirteencelebration.org

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Constructivism as a Paradigm for Teaching and Learning

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How do I apply constructivism in my classroom? What are some simple ways to get started? What are some challenges I may face? How do I assess student progress? How does constructivism align with state and national standards? How does technology complement constructivism? How do I work with my school, the parents, and the community?

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Creating experiences that facilitate the construction of knowledge.

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Education Reimagined Through Constructivism | Michelle Thompson | TEDxBethanyGlobalUniversity

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My constructive activity is mind mapping in my Biology class , here the students start from the beginning of the concept in a particular tlesson and then go deeper breaking each term, defining and giving examples

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My constructive method is to give students group work , warm up activities , projects , atudents explaining , video

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Building on communication and language in EYFS through story time and shared reading.  

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Building on communication and language in EYFS through story time and shared reading.  

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Constructivist Activity in Biology Class: Research on Endangered Species of Animals and Plants

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Constructivist Activity in Biology Class: Research on Endangered Species of Animals and Plants

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Students work in pairs to create a presentation using Microsoft PowerPoint/Prezi and they will choose 1 species of animals and 1 species of plants, which are endangered in the world today. Students will research about data on these species, including scholarly articles and information. The most interesting part is to ask students, should they are authorised and responsible to handle this issue of endangered species, what will they do, and how do they ensure their plans/efforts are different and effective.

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Abisola
My constructivist classroom
Science experiment for students in groups to show how volcanoes are formed.

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My constructive activity mostly in my Biology class is mind mapping and practical work. For mind mapping they create different designs and start from the main idea and then go deeper to different term in the lesson and  and summary and example . For the inquiry based learning or practical is mostly working in groups and dissecting or using scientific methods to investigate in inquiry based learning

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My constructive activity mostly in my Biology class is mind mapping and practical work. For mind mapping they create different designs and start from the main idea and then go deeper to different term in the lesson and  and summary and example . For the inquiry based learning or practical is mostly working in groups and dissecting or using scientific methods to investigate in inquiry based learning

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My take is that constructivism is a description of the process by which most of us learn anything of real importance. By ‘real importance’, I mean deciding we need a new skill and so we initiate a self-directed, learning-by-doing path to master that skill. Examples? Learning  to build a shed (or house), mastering the art of gardening, painting and so on.
I'm  grouping the learners together and they have to plan the house or anything they want to build.

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Learning secondary colours
KG1 2 to 3 years old

Activity:
With the help of test tubes filled with coloured water of two primary colours, students will mix them on a third test tube and observe what colour appears. Example: blue + yellow = green

Questions:

What is the new colour?

What happened when mixing the colours?

What happened when I mix more than 2 colours?

What happened when I mixed all the colours?

Previous knowledge: Primary colours

Supporting activities:
1. Colour experimentation with water and tissue paper
2. In app colour sorting
3. In app colour discovery

Evaluation:

- Students will verbalize their findings
- Worksheet:  Be able to colour and identify the secondary colour formed from the two primaries.

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phonics -write different family words like ig ,at, ad ,ed on blocks than ask kids too make ig family tower than ad  tower etc

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Slaney

Subject - music
Ask the student to compose their own song that includes traditional music and western music. It can be called as fusion. It's fun blending two cultures. I feel it's the constructivism theory used to build on the already perseived knowledge.

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Math class
3D shapes:
Activity can be to look around your surroundings and find out objects having 3d shapes: like mobile for cuboid, glass for cylinder, icecream cone or party hats for cone, etc

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English Classes

I use scaffolding a lot
Act it out
think pair and share
Group discussions
State personal opinion about a subject of concern.

in learning about "Authors purpose" which is PIE, I introduce the first letter P which is persuade. SO I call on students randomly to pick on any item of choice and state out out points to change the mind of the rest of the class to agree that that items is the best for them.

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Using Padlet, Brainstorm ideas on different types of facemasks for COVID 19.

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Using Padlet, Brainstorm ideas on different types of facemasks for COVID 19.

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Upload any example from google.
Observe other students ideas and like any 3 or more .

2. Using Seesaw Or any digital platform upload your example of the image of  a mask.
Problem solve a plain mask, By designing  any pattern, decoration or idea for the mask.

students verbally critically analyze each others work as teacher presents the view for every students work.

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Freeze sea animals and then let children explore by pouring water and see how the ice melts. it gives them lot of sensory experience. the children see that the ice melts and sea animals are unfrozen. It builds their cognitive thinking as well as understanding of the world. This activity builds lot of language development.

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In a country where so many nationalities unite such as in the UAE.

Ask each child where they are from, get photos of their flags, landmarks, national anthems etc. Have each child say something about where they are from. Use a large world map to visually show where each child is from, play national anthems to let children hear different music styles and languages.

Learn about different countries, their customs, their food etc by letting children speak and share from their own experiences.

Share information on your country, on countries you have visited, on countries you want to visit.

Have a discussion on the idea that we are all different and from different places, but we can still come together and live together.

How has COVID 19 affected or plans to travel home?

- Nisha

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ESL classes, especially when we follow the communicative approach, are based on constructivism approach. In order to learn a language student's imagination plays a big role. Activity: Show student a phone call with your friend and during the phone call talk about 'travel' to his hometown. use vocab words like taxi, road lanes, hotels etc. Talk about weather, clothing and more.  Let the students observe the conversation and then ask them to write a letter to his/her friend staying that the friend should visit their hometown and while doing so consider certain important mentioned things. Take clue from the phone call conversation demonstration

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Communication and Language
Listening skill
Aspect Two – “Name those things” for Following Auditory Memory
Directions: Place some objects in a box. Call one child to the box and tell him or her to
pullout three (3) objects, show and name them to the rest of the class. Then have the child
place these objects where the remainder of the children cannot see them. Then ask the
other children to name the objects pulled from the box. The first child to name the objects
correctly has their turn at pulling objects from the box.

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Constructivist activity: grouping students in small groups and asking them to discuss and diagnose a patient case.

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Constructivist activity: grouping students in small groups and asking them to discuss and diagnose a patient case.

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Tools:
Patient investigation records will be given to the student groups and they have to use their theoretical knowledge and apply it to these records in order to come up with the diagnosis.

-Aisha

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Building sentences using adjectives and nouns forming a story.

Divide the class into groups of 4
Give each group a set of adjectives and nouns to construct sentences
Call out each group to make their sentences and form a story.
This will help them use the adjectives and nouns correctly and effectively and getting a clearer understanding.

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Please share an activity from your Constructivist Class! Please comment on each other’s activities, suggest what can be done to make it more student centric.

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Please share an activity from your Constructivist Class! Please comment on each other’s activities, suggest what can be done to make it more student centric.