Parents are the best teachers. There are many reasons‚ why I agree with the parents are the best teachers. Before explaining the reasons is important to say that‚ I consider parents: the mother and the father‚ but in some cases‚ in some families‚ the parents are the grandfathers or other parent like as aunt‚ uncle‚ also brothers or sisters‚ while I talk about the parents you considerer theses members of the family. You can find teachers around yours‚ in the schools‚ companies‚ streets‚ supermarkets
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on designing appropriate and effective visual aids. Therefore‚ as a result of this information‚ in our facilitation exercise we ensured we incorporated this style of learning through various visual aids. These included a YouTube video‚ written instructions and a group member presenting a demonstration to the class all with regards to origami. All of these incorporated some sort of visualisation because as adult learners we all learn differently and take in information in various ways. IMPLEMENTING
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Cooperative Learning/ peer review- The purpose of this strategy would be to have the students work together to arouse curiosity and help them learn the material. Sometimes students will be more eager to learn if they are working within a small group setting. It gives them a more individualized approach to the material than in a whole class setting. They may be more motivated to participate within a small group setting. To apply this strategy‚ I would separate the students into multiple small groups
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ICT in constructivist classrooms. Information and communication technology (ICT) is a tool that is used every day by many people‚ wether it is for word processing‚ communicating with others‚ accessing information via the internet or playing games. ICT promises a faster and more exciting future but what is its place in the classroom? Does the mere presence of a computer in a classroom automatically guarantee improved learning and teaching? This paper is going to explore the use of ICT in constructivist
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something new‚ we compare it to our previous ideas and experience‚ maybe changing what we believe‚ or maybe discarding the new information as irrelevant. The constructivist theory asserts that we are active creators of our own knowledge. We must ask questions‚ explore‚ and assess what we know. In the classroom‚ the constructivist view of learning can incorporate a number of different teaching strategies. In its basic form‚ it usually means encouraging students to experiment and involve
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You are approached by a Grandparent who is hearing impaired how do you facilitate the best environment and through your body language and how you speak with him to ensure you communicate with him in a way which meets his needs and is respectful of his impairment I was approached by a child’s Grandparent with an hearing impairment who wanted to speak to me I instructing the Grandparent to follow me to somewhere quite‚ has this allowed us to speak and there to be no interruptions or other notices
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The Constructivist/Cognitivist Perspective Context People construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences (Jones & Brader-Araje‚ 2002). When we encounter something new‚ such as knowledge or a text‚ we have to interpret with it. Generally‚ we interpret that new information using our previous knowledge and experience. Learning is an active process. The more active we can be‚ the more hands on and tangible the information
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is core to the constructivist philosophy. Von Glaserfield (1995) argues that “from the constructivist perspective‚ learning is not a stimulus-response phenomenon. It requires self regulation and the building of conceptual structures through reflection and abstraction” (p.14). Fosnot (1996) adds that “rather than the behaviours or skills as the goal of instruction‚ concept development and deep understanding are the foci”(p.10). The implication of all of this is that constructivist learning is not
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Social constructivist theory Measuring the effectiveness of social constructivism in the classroom will take place in two different ways. When working on group projects or when engaging in class discussion‚ students will be expected to demonstrate the five essential elements that are unique to a cooperative learning classroom: positive interdependence‚ individual accountability‚ face-to-face interaction‚ and social skills (Moreno‚ 2010). This is very abstract and therefore‚ will be measured through
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putting further plans in place to build upon this knowledge. The constructivist perspective upon learning‚ focuses on how knowledge is actively constructed by the learner. The knowledge the learner constructs‚ is based on their individual and shared mediated experience. Constructivists argue there is no other reality other than what the student creates. Constructivist learning also inter links with cognitivism‚ as the constructivist learning can be described as an adaption which can occur via cognitive
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