1. ED 300: Human Growth and Learning Welcome Opening Prayer

2. Review: Cognitive Development: Students need challenging situations and tasks to promote cognitive development. (disequilibrium, schemes, assimilation, accommodation) Personal and Social growth: Students need teachers who use a authoritative teaching style and will take time to discuss moral issues as they arise. Differences Cultural, Gender, Individual Model of Human Memory

3. Knowledge Construction Content/ Objectives I will identify ways to promote effective knowledge construction Language Objectives: I will write a lesson plan using strategies that will promote effective knowledge construction

4. Human Memory Model Sensory Register Focus/Attention Notes Involvement Variety of strategies Minimize distractions Short Term Memory Repeat Pacing Guidelines Long Term Memory Meaningful activities Elaboration – Feelings Organization Visual Imagry Practice

5. Knowledge Construction Constructive Processes in Learning and Memory Construction: Learner takes many separate pieces of information and uses them to build an overall understanding or interpretation Construction in Storage – Prior knowledge, facts, experiences Construction in Retrieval – Retrieval error

6. Knowledge Construction Knowledge Construction as a Social Process – LC #1 Expressive language – Must clarify and organize – Tend to elaborate – Exposed to the views of others – Model effective ways of thinking for each other – Discover flaws and inconsistencies in their own thinking – Discover how people from different cultures may interpret a topic – With support of others one can practice more sophisticated learning and reasoning skills

7. Organizing Knowledge Concepts – Mentally grouping objects or events that are similar Schemas and Scripts Theories – Pg. 226 Worldviews – Big Bang vs. Divine creation

8. Organizing Knowledge Schema Seashell (concept) The empty shell of an ocean animal What kind of ocean animals have shells? How do you clean a shell? What can you do with the shells? What are shells made of?

9. Human Memory Model Sensory Register Short Term Memory Long Term Memory Concepts Schema & Scripts Theories Worldviews

10. Human Memory Model Sensory Register Focus/Attention Notes Involvement Variety of strategies Minimize distractions Short Term Memory Repeat Pacing Guidelines Long Term Memory Meaningful activities Elaboration – Feelings Organization Visual Imagry Practice

11. Promoting Effective Knowledge Construction Modeling and Experimentation LC#6 Explicit Teaching: I Do, We Do Emphasizing Conceptual Understanding Conceptual understanding is when students form many logical connections among related concepts and principles. SIOP-Activating Background Knowledge

12. Promoting Effective Knowledge Construction Teaching strategies to help students develop conceptual understanding: Provide the facts within the context of the subject matter – S&I: Content and Context Organize units around a few core ideas Explore topics in depth

13. Promoting Effective Knowledge Construction Explain how new ideas relate to students personal experiences – Elaborate, S&I Feel the truth Through classroom meaningful activities, students learn that understanding concepts are more important than knowledge of isolated facts. – SIOP: Lesson Preparation, Strategies Ask students to teach others what they have learned. – LC: #1 Expressive Language, #7 Read & Retell

14. Promoting Effective Knowledge Construction Encouraging Classroom Dialogue Students remember new ideas more accurately when they talk to each other. – LC#1 Expressive Language, Feel the Truth Assigning Authentic Activities Authentic activities are similar to those they might experience in the outside world. – Writing will improve in both quality and quantity if students write essays, stories, and letters instead of workbook activities. LC#1 Expressive Language, – Problem-based learning – Project-based learning – Service learning

15. Promoting Effective Knowledge Construction Scaffolding Theory Construction – SIOP: Strategies Creating a Community of Learners

16. When Knowledge Construction Goes Awry A misconception is a belief that is inconsistent with commonly accepted and well-validated explanations of phenomena or events. Conceptual change is a process of revising or overhauling an existing theory or belief system in such a way that new, discrepant information can be better understood and explained.

17. When Knowledge Construction Goes Awry Identify existing misconceptions before instruction begins. Look for – and build on – elements of truth in students existing understandings. When pointing out errors or weaknesses in students reasoning or beliefs, preserve their self-esteem. Monitor what students say and write for persistent misconceptions.

18. Assignment 1.Write a lesson plan you will use before the end of the school year. 2.Label the concept or schema that will be the focus of the lesson. 3.Include and label activities which will promote effective knowledge construction.

19. Knowledge Construction Content/ Objectives I will identify ways to promote effective knowledge construction Language Objectives: I will write a lesson plan using strategies that will promote effective knowledge construction