Why Are Teachers Important In Our Society? They Have Influence Teachers are arguably the most important members of our society. They give children purpose, set them up for success as citizens of our world, and inspire in them a drive to do well and succeed in life. The children of today are the leaders of tomorrow, and teachers are that critical point that makes a child ready for their future. Why are teachers important? Let’s count the ways… Photo by Nicole Honeywill on Unsplash Why Teachers Are Important in Society Reasons Why Teachers Matter Children carry what they are taught at a young age throughout the rest of their lives. Teachers have the ability to shape leaders of the future in the best way for society to build positive and inspired future generations and therefore design society, both on a local and global scale. Photo by stem.T4L on Unsplash How Teachers Bring Change in a Student’s Life Great teachers have the ability to change lives for the better. Teachers can act as a support system that is lacking elsewhere in students’ lives. Guidance
Constructivism as a Paradigm for Teaching and Learning What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? Expert interview What is the history of constructivism, and how has it changed over time? What are some critical perspectives? What are the benefits of constructivism? What is constructivism? Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. In the classroom, the constructivist view of learning can point towards a number of different teaching practices. Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. You might look at it as a spiral. For example: Groups of students in a science class are discussing a problem in physics. Contrary to criticisms by some (conservative/traditional) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge.
Quelle est la meilleure manière d’enseigner à des élèves ? – Science étonnante En cette période de rentrée scolaire, j’ai décidé de vous parler de la science de l’enseignement, et de l’enseignement de la science ! Oh, rassurez-vous, je ne vais pas essayer d’expliquer aux enseignants comment ils doivent faire leur métier en général, mais plutôt parler d’un débat spécifique dont j’ignorais qu’il avait fait l’objet de nombreuses publications : les bénéfices de la pédagogie active. Dans ce billet, nous allons voir pourquoi il paraît évident que la pédagogie active est bien meilleure que les méthodes d’enseignement classiques, et pourquoi finalement ça n’est peut-être pas si sûr que ça ! C’est vous le prof ! Faisons une expérience de pensée : vous êtes prof de physique en collège. On vous donne le choix entre deux méthodes : [youtube= Pour beaucoup, il est évident que la seconde méthode est bien meilleure pour l’apprentissage et la compréhension. « J’entends, j’oublie. Je vois, je retiens. Je fais, je comprends. » Le constructivisme Références
Constructivism Learning Theory Constructivism Learning Theory Constructivism learning theory is a philosophy which enhances students' logical and conceptual growth. The underlying concept within the constructivism learning theory is the role which experiences-or connections with the adjoining atmosphere-play in student education. The constructivism learning theory argues that people produce knowledge and form meaning based upon their experiences. The role of teachers is very important within the constructivism learning theory. Instead of having the students relying on someone else's information and accepting it as truth, the constructivism learning theory supports that students should be exposed to data, primary sources, and the ability to interact with other students so that they can learn from the incorporation of their experiences. Go Deeper Into Our Constructivism Learning Theory Categories Constructivism Basics
Les théories de l'apprentissage (vitrine.Les théories de l'apprentissage) - XWiki Par Frédérique Thomas Dernière mise à jour : juillet 2018 L'apprentissage est définit comme « un changement adaptatif observé dans le comportement de l'organisme. Il résulte de l'interaction de celui-ci avec le milieu. A l'intérieur de chaque théorie ou modèle, se distingue l'importance accordée au sujet et aux situations lors du changement de comportement et la construction de ce nouveau comportement. Seront évoqués ici de manière inévitablement réductrice quelques grandes théories de l’apprentissage et ceci sans prétendre à l’exhaustivité. Le béhaviorisme est la première grande théorie de l'apprentissage qui a fortement marqué les domaines de l'enseignement, de l'éducation et de la formation. F. La force du béhaviorisme était de proposer une théorie complète de l'apprentissage : « apprendre c'est devenir capable de donner la réponse adéquate, c'est encore construire un comportement adapté à un environnement ». Vygotsky favorisent de manière très précise l'apprentissage. Nota bene
Instructional or Learning Design Constructivism is a learning theory, not an instructional approach, hence it can best be thought of as a way of "growing" or improving instruction. It is greatly influenced by Piagetian (1950) epistemology and Lev Vygotsky's (1978) Zone of Proximal Development (ZPD) — knowledge (new connections) are products of the activities practiced in a social environment. Constructivists place the learner at the center of the equation; the idea is that the learner constructs knowledge rather than passively absorbing it. Meaning is constructed by each learner via their experiences and in their own ways and means. It is based on according to how the learner's understanding is currently organized. In some classrooms, the predominant training model is direct instruction, which is called instructivism or objectivism (based on information processing theory). However, in today's real-world context, the work environment is becoming a learning environment (learning organization). 1. 2. 3. 4. References
Principles of Learning | 7 principles to guide personalized, student-centered learning in the technology-enhanced blended learning environment Harvard Wants to Know: How Does the Act of Making Shape Kids’ Brains? Big Ideas Culture Design Thinking Teaching Strategies A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called Project Zero, they’re investigating the theory that kids learn best when they’re actively engaged in designing and creating projects to explore concepts. It’s closely aligned with the idea of design thinking and the Maker Movement that’s quickly taking shape in progressive education circles. Though it’s still in very early stages — just launched at the beginning of this school year — researchers and educators at the school want to know how kids learn by tinkering – fooling around with something until one understands how it works. To do that, they are working with both private and public schools in Oakland, headed by the Harvard researchers and 15 participating teachers who meet in study groups every six weeks to share ideas and to form a community. Related
Learning Theories within Coaching Process Authors: P. Fazel Abstract: These days we face with so many advertisements in magazines, those mentioned coaching is pragmatic specialties which help people make change in their lives. Keywords: Coaching, Learning theories. Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1086709 ProcediaAPABibTeXChicagoEndNoteHarvardJSONMLARISXMLISO 690PDF Downloads 14005 References: [1] L. Education Theory/Constructivism and Social Constructivism "Constructivism is the philosophical and scientific position that knowledge arises through a process of active construction."(Mascolol & Fischer, 2005) "As long as there were people asking each other questions, we have had constructivist classrooms. Constructivism, the study of learning, is about how we all make sense of our world, and that really hasn’t changed." Background Constructivism and Social Constructivism are two similar learning theories which share a large number of underlying assumptions, and an interpretive epistemological position. Underlying Assumptions Jonassen (1994) proposed that there are eight characteristics that underline the constructivist learning environments and are applicable to both perspectives: Constructivist learning environments provide multiple representations of reality. Epistemology The default epistemology in education is an empirical/reductionist approach to teaching and learning. There is no absolute knowledge, just our interpretation of it. Dewey Piaget
Sample Philosophy Statements Sample Educational Philosophy Statements Sample #1 My Philosophy Statement on Education I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as a educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child's natural curiosity to direct his/her learning, and (3) promoting respect for all things and all people. When the teacher's role is to guide, providing access to information rather than acting as the primary source of information, the students' search for knowledge is met as they learn to find answers to their questions. Sample #2 Philosophy Statement © 1999 LeoNora M.
Suggestions for Writing a Philosophy Statement Suggestions for Writing an Educational Philosophy Statement After a great deal of thought and discussion, here is what we came up with as a framework for thinking about and writing your philosophy statement. There was a part of us that rebelled against giving you this document. You need to realize that we have never done this before, as we believe this philosophy statement must come from the "heart." Our preference still is to let you come up with a statement based on your own self-reflection and soul-searching. We hope this framework does not counter your creativity and we hope you only use it as a means of thinking more deeply about your teaching and the philosophy with which you base your teaching decisions. Why You Teach What is the purpose of education? Whom You Teach How will you reach the diverse children in your classroom? How and What You Teach What are your beliefs about how children learn? Where You Teach How will you bring a global awareness into your classroom?
How do Teachers Interpret the Term ‘Constructivism’ as a Teaching Approach in the Riyadh Primary Schools Context? Albalawi, 2010 A. AlbalawiResearch priorities in the field of teaching and learning mathematics in Saudi Arabia. The Excellence Centre of Science and Mathematics Education King Saud University (2010) Aldridge et al., 2000 J. Journal of education research, 93 (2000), pp. 48-57 Alfarhod, 2009 S. The Journal of education and psychology: Saudi Association for Educational and Psychological (2009), pp. 283-308 Australian Education Council, 1991 Australian Education Council. (1991). Bader, 2004 B. The Journal of education and psychology: Saudi Association for Educational and Psychological (2004) Bodner, 1986 G.M. Journal of Chemical Education, 63 (10) (1986), pp. 873-878 Clements and Battista, 1990 D.H. Arithmetic Teacher, 38 (1) (1990), pp. 34-35 Cobb, 1994 P. Educational Researcher, 23 (7) (1994), pp. 13-20 Confrey, 1990 J. Journal for Research in Mathematics Education Monograph, 4 (1990), pp. 107-122 Confrey and Kazak, 2006 J. A. Ebby, 2000 C.B. Fraser, 2001 B.J. Fraser et al., 1996 Glasersfeld, 1995 E.V. J. D.