1. Teachers as Agents of Change:Constructivism, Differentiated Instruction and Multiple Intelligence Group II: Dareshanie Graham Stacie Gida Ian Morris
2. Constructivism -a philosophy of learning that stresses that individuals understand the world by reflecting on their experiences -each individual has their own framework for making sense of the world 3. Constructivist Learning Environment Learners actively involved Democratic Student-centered/ Interactive StudentResponsibility/ Autonomy 4. Purpose of Learning
Students construct their own meaning, not just memorizing facts
Learning is measured by making assessment part of the learning process
5. How is Constructivism applied in the classroom?
Impact on Teaching Teacher as model/coach
No two children are alike
No two children learn in an identical way
An enriched environment for one student may not be enriching for another
In the classroom we should teach children to think for themselves
7. Differentiated Instruction contd
There are generally several students in any classroom who are working below or above grade level
This means providing 3 or 4 different options for students in any given class to value students strengths and weaknesses
8. Four Ways to Differentiate
1. Differentiate the Content/ Topic
* content can be described as the knowledge, skills, and attitudes we want children to learn.
* Differentiation in content requires that students are pre-tested so the teacher can identify the students' strengths.
* Another way to differentiate content is simply to permit students to accelerate their rate of progress.
2. Differentiate the process/ activities
* Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore concepts.
* Give students alternate paths to manipulate the ideas embedded within the concept.
* Graphic organizers, maps, diagrams, or charts displaying their comprehension of concepts .
9. Four Ways to Differentiate contd
3.Differentiating the Product
* Differentiating the product means varying the complexity of the product that students create to demonstrate mastery of concepts.
* Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires more advanced thinking. * Sometimes its motivating to offer choice of product.