Angie's Bio Blog » Constructionist Learning Theory Applications Dr. Michael Orey described how in the constructionist learning theory students learn most effectively when they are creating an artifact to present to others. (Laureate Education , Inc., 2011). Creating and presenting these artifacts will engage students in their own learning and can make learning more meaningful. Dr. I explored many resources this week that support this theory of learning within my own classroom. I use the Nova website frequently to engage them in current, real world problems and scenarios. The website Astroventure gives students the ability to act as a biologist that can create and alter ecosystems on other worlds in order to observe the effects of the changes they make on other living organisms. Orey described a constructionist classroom as a classroom where students investigate, create, solve problems, engage in authentic projects, collaborate with their peers, and continue to make revisions to their projects after feedback (Orey, 20001). Resources: Orey, M.
Learning Theory - Constructivist Approach - Students, Knowledge, Development, and Vygotsky Constructivism is an epistemology, or a theory, used to explain how people know what they know. The basic idea is that problem solving is at the heart of learning, thinking, and development. As people solve problems and discover the consequences of their actions–through reflecting on past and immediate experiences–they construct their own understanding. Learning is thus an active process that requires a change in the learner. A constructivist approach to learning and instruction has been proposed as an alternative to the objectivist model, which is implicit in all behaviorist and some cognitive approaches to education. History of Constructivism The psychological roots of constructivism began with the developmental work of Jean Piaget (1896–1980), who developed a theory (the theory of genetic epistemology) that analogized the development of the mind to evolutionary biological development and highlighted the adaptive function of cognition. Constructivist Processes and Education
The Death of Industry The mill sequence in the first half of the module was shot at Lister's Mills in Bradford, one of the truly great industrial complexes in Britain, scene of the 1890 strike (see module 'The Rise of Labour') and once boasting a workforce of over 10,000. It's now being turned into chi-chi apartments. The mining sequences were shot at Grimethorpe Colliery - now being extensively re-landscaped - and at the old mining village of South Elmsall in South Yorkshire. South Elmsall was a fiercely proud mining town, and one of the last communities to return to work when the strike was finally broken. Sponsorship Opportunities Timelines.tv is a free-to-view site, dependent for its survival on sponsorship from national, corporate and philanthropic institutions. Approach 4 – Making the Industrial Revolution human It can be hard to make the Industrial Revolution human – the term too easily conjures up images of vast machines or disease-ridden slums populated by hundreds or thousands of people – but not individual human beings that we can relate to. I began thinking more about the human scale of the Industrial Revolution when I uncovered information about strands of my father’s ancestry. What emerged via census returns was splendidly ordinary but really useful for introducing two of the basic features of lives in the 19th century – movement from rural areas to towns and the resulting changes in types of work. What follows is aimed at KS2 or KS3 students and isn’t detailed – it doesn’t have to be long – but it does benefit from being based on a real family with strong blood links to the teacher. Have I told you about my great-granddad? Asking Questions What I’m after are questions such as: Why did they move? How did the Industrial Revolution change the lives of Seth and the Duke family? Related Links
Seeing The Bigger Picture – Developing Chronological Understanding A summary of points made at the London History Forum and at the Northern History Forum 2011/12 These notes address some facets of developing chronological understanding. In only 45 minutes much had to be summarised and other things omitted but there is much else on ThinkingHistory that relates to the development of chronological understanding. Also see the ‘Teaching Issue’ on Chronology on this site [click here ] Top of the page Support A formatted version of this activity should print from your browser (omitting this support section). Or, a PDF can be downloaded [ click here ] Point 1 1. • Sequencing • Duration • Language and terminology • Sense of period • The big picture of events across time It’s these individual facets that need to be the objectives for teaching and through them pupils build up an overall chronological understanding. Point 2 2. Point 3 3. See the activity: Making Sense of BC/AD Point 4 4. See the activity: The Big Human Timeline Point 5 5. Point 6 6. Point 7 7. Point 8 8. Conclusion
Freebase Prosopography In historical studies, prosopography is an investigation of the common characteristics of a historical group, whose individual biographies may be largely untraceable, by means of a collective study of their lives, in multiple career-line analysis. Prosopographical research has the aim of learning about patterns of relationships and activities through the study of collective biography, and proceeds by collecting and analysing statistically relevant quantities of biographical data about a well-defined group of individuals. This makes it a valuable technique for studying many pre-modern societies. Prosopography is an increasingly important approach within historical research. History It is apparent that a certain mass of data is required for prosopography. The collection of data underlies the creation of a prosopography, and in contemporary research this is usually in the form of an electronic database. The nature of prosopographical research has developed over time. Josie M.
Best Online Collaboration Tools 2012 - Robin Good... PGCE History at UEA - Time - Welcome "They know who Queen Victoria was, but they have no idea what century she lived in. They know Napoleon was a general but they have no idea what is meant by the Napoleonic era. Today, few students have any idea what came before or after what." Anthony Beevor, author of the best selling book, Stalingrad. (Sunday Times, 20 June, 1999) There has recently been a popular debate about children's grasp of time after an ICM survey revealed that only 4% of 14 year olds in the UK know the date of the Battle of Trafalgar. This part of the site contains some information, ideas and materials about children's understanding of Time. A suggested framework for developing children's understanding of Time Why an understanding of Time and Chronology is important in the study of history Some possible exercises to develop pupils' understanding of Time Web links to sites which address time and chronology Summaries of recent research and writing about children's understanding of Time Materials for classroom display
The Big Human Timeline Introduction This is a very simple idea, using students to create a human timeline – one student per century from the birth of Christ to today. This human timeline then becomes the vehicle for exploring wide range of aspects of chronological understanding – there’s over 20 ideas below and if you think of any more do let me know and we’ll add them in. What we can do with this is really only limited by our imaginations. While this is a simple idea in its conception it can be developed to tackle quite complex ideas – which is partly why I’ve not tried to divide this up into activities for KS2, KS3, GCSE or A level. A critical part of this activity is its sense of involvement and enjoyment – period hats, tabards and a range of props and pictures will make this into a strongly visual activity and make it enjoyable and memorable. This isn’t a one-off activity. A final thought - Don’t underestimate the power of this activity just because it’s in essence very simple. Top of the page Support 1. 2. 3.