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Essay / Research Paper Abstract
A 6 page paper that uses a student-provided lesson plan as the catalyst for the paper. The first section is a list of strategies the teacher used during the lesson. The rest of the paper responds to specific questions: what constructivist ideas are included in the lesson; what socio-cultural elements are included; and what information processing techniques were used. Each is discussed with specific examples from the lesson plan. Bibliography lists 8 sources.
Page Count:
6 pages (~225 words per page)
File: MM12_PGhslsaz.rtf
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Unformatted sample text from the term paper:
* Leading/guiding questions * Direct instruction * Scaffolding enhances memory of prior knowledge * Media presentation with introduction * Amusing visual/auditory stimulation * Leading questions, abstract and concrete learning *
Reminder of prior knowledge/scaffolding * Problem solving * Small group, i.e., Partner activity, Abstract and concrete practice through brainstorming * Application of own experience * Scaffolding/transference * Small cooperative group
activity, safe environment * Concrete structure * Time to prepare but limited/focused activity * Availability/accessibility for help and guidance * Observation, monitoring * Open-ended questions * Summing up with security
net * Opportunity for clarification Summary of key strategies and understandings Constructivist ideas While the constructivist view is not well-defined, there are certain principles professionals agree on: knowledge
is actively constructed by the learner and coming to know is a process of adaptation on and constantly modified by a learners experience of the world" (Jaworski, 1993). Some of
the concepts that form the basis of a constructivist design include, but are not limited to: embedding learning in an authentic problem-solving environment and providing an authentic rather than an
academic context for learning (Murphy, 1997). There are six specific elements included in the design of a constructivist learning environment (Gagnon and Collay, n.d.). In this lesson, the teacher
used all six of these elements: 1.) situation: the teacher provided multiple opportunities for students to explain what they felt, thought and knew; 2.) groupings: the teacher used two groupings
- pairs to brainstorm their own experiences and small groups of four to structure and complete the activity; 3.) bridge between what students know and what they might learn -
teacher asked students to remember their own experiences in different types of interviews and in how they handled nervousness/stress; 4.) questions - teacher constantly asked questions to spur student thinking;
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