Constructivist Theories Group2

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Presentation for Nature of Schools class

Text of Constructivist Theories Group2

  • 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
  • Student-Lead Learning

5. How is Constructivism applied in the classroom?

          • Activities
          • 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.
  • 4.Differentiating Environment/ Learning style .
  • * Environment--lighting/ posters (or visual distracters)/ technology/ seating/ multiple intelligence.
  • Learning styles should all be utilized to be effective.

10. MultipleIntelligences

  • Howard Gardner
  • *Background of theory*

11. 9MultipleIntelligences

  • * Multiple Intelligence offers teachers assistance by fostering deep metacognitive understanding*
  • Verbal-Linguistic Intelligence
  • Logical/Mathematical Intelligence
  • Musical Intelligence
  • Visual-Spatial Intelligence
  • Bodily-Kinesthetic Intelligence
  • Interpersonal Intelligence
  • Intrapersonal Intelligence
  • Naturalist Intelligence
  • Existential Intelligence
  • Visit this fun/interactive activity to explore your own multiple intelligences :

12. 13. Linking Constructivism, Differentiated Instruction and Multiple Intelligence Theory

  • Multiple Intelligenceaids teachers in easily creating more personalized and diversified instructional experiences ( Differentiated Instruction)
  • Constructivismsays that students have their own framework for understanding the world andmultiple intelligencessheds light on different ways can understand and interpret that world.

14. Resources

  • Gardner, H. (1983) Frames of mind: the theory of multiple intelligences. New York: Basic Books.
  • June 8,2008
  • June 9 , 2008.