1. Philosophies & Theorists
Week 4

2. Philosophies & Theorists Overview
Constructivist philosophy (pg 21)
Reggio (handout)
Vygotsky Approach (pg 31)
Bloom’s Taxonomy (pg 29-30)
Graphic Organizers (pg 33 & 35)

3. Constructivist philosophy (pg 21)
Jean Piaget, who focused on how humans make meaning in relation to the interaction between their experiences and their ideas
Constructivists believe that learning takes place by children actively engaged, not merely a passive learner/listener
The concept of constructivism has influenced a number of disciplines, including psychology, sociology, education and the history of science

4. Reggio Emilia Approach
an educational philosophy based on the image of the child
developed after World War II by a psychologist Loris Malaguzzi, and parents in the villages around Reggio Emilia in Italy
based on a number of distinctive characteristics: the participation of families, the collegial work of all the personnel, the importance of the educational environment, the presence of the atelier and the figure of the atelierista, the in-school kitchen, and the pedagogical coordinating team
the program is based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum
Reggio-Inspired Practices (handout)

5. Vygotsky Approach (pg 31)
Lev Vygotsky
a social learning theory based upon social and cultural learning
major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)
a second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior.
full development of the ZPD depends upon full social interaction
the range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone
scaffolding

6. Bloom’s Taxonomy (pg 29-30)
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning)
It is most often used when designing educational, training, and learning processes

7. Graphic Organizers (pg 33 & 35)
graphic organizers will help children classify ideas and communicate more effectively
graphic organizers are designed to facilitate understanding of key concepts by allowing students to visually identify key points and ideas.
By using graphic organizers across all subject areas, you will be empowering your students to master subject-matter faster and more efficiently
KWL charts, Venn diagrams, webs, flow charts, cycles, etc.

8. Multiple Intelligences
Howard Gardner’s Multiple Intelligences (handout)
You Tube video: jAds3XSwU
The Theory of Multiple Intelligences by Mai Nhia Vang (4:57)
Handout: How Does YOUR Classroom Use Howard Gardner’s Multiple Intelligences?

9. Homework
Observe mentor teacher and complete “How Does YOUR Classroom Use Howard Gardner’s Multiple Intelligences?” wheel handout
Print out Danielson PPT notes from website