1. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 1 Exploring the Basics of Constructivism and Discourse Analysis with a Focus on Technology Enhancements Day 1 Exploring the Basics of Constructivism and Discourse Analysis with a Focus on Technology Enhancements Day 1

2. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 2 Course Overview Day 1 - Constructivism and technology in English language teaching Day 1 - Constructivism and technology in English language teaching Day 2 - National EducationalTechnology Standards (NETS) and language teaching Day 2 - National EducationalTechnology Standards (NETS) and language teaching Day 3 - Discourse Analysis and technology in English language teaching Day 3 - Discourse Analysis and technology in English language teaching Day 4 - Teaching S.M.A.R.T with the Web (hands-on use of Internet tools) Day 4 - Teaching S.M.A.R.T with the Web (hands-on use of Internet tools)

3. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 3 Day 1 Overview - Constructivism and Technology in English Language Teaching Task 1 - Introduce yourself to the group Task 1 - Introduce yourself to the group Task 2 - Survey of technology use and expectations of this mini-course Task 2 - Survey of technology use and expectations of this mini-course Task 3 - Identify characteristics of effective teaching/learning Task 3 - Identify characteristics of effective teaching/learning Task 4 - Hands-on: Imagination Voyages Task 4 - Hands-on: Imagination Voyages Task 5 - Examine Constructivist principles Task 5 - Examine Constructivist principles Task 6 - Hands-on: Miniature World Task 6 - Hands-on: Miniature World Task 7 - Reflect: Nicenet Discussion Board Task 7 - Reflect: Nicenet Discussion Board

4. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 4 Day 1 Task 1- Introduce Yourself to the Group Please tell us a little about yourself : Please tell us a little about yourself : –Your teaching –Your students –Your family –A personal interest

5. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 5 Day 1 Task 2 - Survey of Technology Use How do you use technology for yourself? How do you use technology for yourself? How do you use technology with your students? How do you use technology with your students? What are the barriers to using technology in your teaching? What are the barriers to using technology in your teaching? What are three specific things you would like to get out of this mini-course? What are three specific things you would like to get out of this mini-course?

6. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 6 Day 1 Task 3 - Identify Characteristics of Effective Teaching Think about a lesson, unit, or course that you taught that was successful. What made it successful? Think about a lesson, unit, or course that you taught that was successful. What made it successful? Write a list of characteristics that describe this successful teaching experience. Write a list of characteristics that describe this successful teaching experience. Brainstorm a list of characteristics of Constructivist teaching. Brainstorm a list of characteristics of Constructivist teaching.

7. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 7 Day 1 Task 4 - Hands-on Activity Imagination Voyages: Imagination Voyages: Imagination Voyages Imagination Voyages Complete the activity. Complete the activity. Was it a successful activity? Was it a successful activity? –Content learning perspective –Language learning perspective Identify characteristics of this activity. Identify characteristics of this activity. Suggest extension activities. Suggest extension activities.

8. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 8 Day 1 Task 5 - Overview of Constructivist Learning Principles Multi-disciplinary roots: philosophy, psychology, sociology, and education Multi-disciplinary roots: philosophy, psychology, sociology, and education Two major branches: Two major branches: –Cognitive - focuses on the learner-centered aspect of the theory –Social - focuses on the importance of social interaction Heightened research interest in Constructivism over the past decade. See Figure 1: Heightened research interest in Constructivism over the past decade. See Figure 1:See Figure 1:See Figure 1: –Cumulative Frequency of "Construct" Words in The Titles and Abstracts of Psychological Articles 1974-2000. http://www.constructivism123.com/What_Is/What_is_constructivism.htm

9. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 9 Day 1 Task 5 - Overview of Constructivist Learning Principles Learners actively engage in creating meaning for themselves from information around them. Learners actively engage in creating meaning for themselves from information around them. Learners construct new understandings using pre- existing knowledge (schema). Learners construct new understandings using pre- existing knowledge (schema). Learners build knowledge through individual experiences and social interactions. Learners build knowledge through individual experiences and social interactions. Learners are not passive recipients of knowledge given them by others. Learners are not passive recipients of knowledge given them by others.

10. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 10 Day 1 Task 5 - Major Contributors to Constructivist Theory Piaget (1896-1980) Piaget (1896-1980) Focus on biological influences on cognition and behavior. Learning occurs through adaptation to interactions with the environment Focus on biological influences on cognition and behavior. Learning occurs through adaptation to interactions with the environment Proposed four stages of cognitive development Proposed four stages of cognitive development –Sensorimotor(infancy) - great interest in faces/voices –Pre-operational (toddler and early childhood) - focus on language development; symbols represent things/ideas –Concrete operational (elementary and early adolescence)- grasp abstract concepts via concrete tools –Formal operational (adolescence and adulthood) - hypothetical and deductive reasoning in abstract now possible

11. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 11 Day 1 Task 5 - Major Contributors to Constructivist Theory Dewey (1859-1952) Dewey (1859-1952) Learning is an active process. Learning is an active process. Learner uses sensory input to construct meaning. Learner uses sensory input to construct meaning. Focus on the “active learner” who needs to engage with the world. Focus on the “active learner” who needs to engage with the world. Activities must be meaningful to learner. Activities must be meaningful to learner.

12. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 12 Day 1 Task 5 - Major Contributors to Constructivist Theory Vygotsky (1896-1934) Vygotsky (1896-1934) Focus on social aspect of cognition (often contrasted with Piaget) Focus on social aspect of cognition (often contrasted with Piaget) Social interactions are primary source of cognition and behavior Social interactions are primary source of cognition and behavior Learning optimized by interactions and collaboration with adults or more capable peers. Learning optimized by interactions and collaboration with adults or more capable peers. Incremental learning through social interaction with a more skilled parent/teacher/peer referred to as “ Zone of Proximal Development” Incremental learning through social interaction with a more skilled parent/teacher/peer referred to as “ Zone of Proximal Development”

13. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 13 Day 1 Task 5 - Major Contributors to Constructivist Theory Bruner (1915 - ) Bruner (1915 - ) Cognition proceeds in a hierarchy: simple to complex. Cognition proceeds in a hierarchy: simple to complex. Advocated spiral curricula that revisit content: increasingly complex material. Advocated spiral curricula that revisit content: increasingly complex material. Graphic organizers and manipulatives to make concepts present and real. See prime numbers example. Graphic organizers and manipulatives to make concepts present and real. See prime numbers example.prime numbers example.prime numbers example. –http://www.patsula.com/usefo/webbasedlearning/tutorial1/bruner_example.htm

14. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 14 Day 1 Task 5 - Classroom Implications Establish a student-centered learning environment. Resta, P. (2002). Information and commnication technologies in teacher education: a planning guide. Retrieved December 26, 2004 from http://cnets.iste.org/translations/ Establish a student-centered learning environment. Resta, P. (2002). Information and commnication technologies in teacher education: a planning guide. Retrieved December 26, 2004 from http://cnets.iste.org/translations/student-centered learning environment.student-centered learning environment. Focus on learners’ needs and abilities. Focus on learners’ needs and abilities. Emphasize knowledge construction not reproduction. Emphasize knowledge construction not reproduction. Encourage active learning with tangible results. Encourage active learning with tangible results. Sequence activities to build on prior knowledge (scaffolding). Sequence activities to build on prior knowledge (scaffolding). Provide manipulatives/graphic organizers to assist learning. Provide manipulatives/graphic organizers to assist learning.

15. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 15 Day 1 Task 5 - Classroom Implications Create holistic activities relevant to learners’ lives. Create holistic activities relevant to learners’ lives. Provide real-world (or simulated) context for learning tasks. Provide real-world (or simulated) context for learning tasks. Create collaborative learning communities within and outside classroom (students, teachers, experts). Create collaborative learning communities within and outside classroom (students, teachers, experts). Provide opportunities to investigate, discuss, collaborate, negotiate. Provide opportunities to investigate, discuss, collaborate, negotiate. Encourage reflection on learning process and outcomes. Encourage reflection on learning process and outcomes.

16. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 16 Day 1 Task 6- Hands-on Activity Miniature World (visual) (text) Miniature World (visual) (text)visualtextvisualtext –http://smart.tin.it/luccacos/miniatureearth/miniature_earth.htm Observe the short movie. Observe the short movie. Design Constructivist activities. Design Constructivist activities. Suggest extension activities. Suggest extension activities.

17. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 17 Day 1 Task 7 - Reflect Using the Nicenet Discussion Board Click here to go to Nicenet (http://www.nicenet.org/) Click here to go to Nicenet (http://www.nicenet.org/)Nicenethttp://www.nicenet.org/Nicenethttp://www.nicenet.org/ Your class key is.ZZ0979S26 (Don't forget the "dot"! Also, third digit = zero, not the letter "o”) Your class key is.ZZ0979S26 (Don't forget the "dot"! Also, third digit = zero, not the letter "o”) Log in: You will see “Home S.M.A.R.T.” Log in: You will see “Home S.M.A.R.T.” Find the topic for today and read the questions. Find the topic for today and read the questions. Reflect on what we’ve learned today and share that by posting to Nicenet. Reflect on what we’ve learned today and share that by posting to Nicenet.

18. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 18 Selected Resources on Constructivism Chen, I. (n.d.). Constructivism. Retrieved December 6, 2004 from http://viking.coe.uh.edu/~ichen/ebook/et- it/constr.htm Chen, I. (n.d.). Constructivism. Retrieved December 6, 2004 from http://viking.coe.uh.edu/~ichen/ebook/et- it/constr.htm http://viking.coe.uh.edu/~ichen/ebook/et- it/constr.htm http://viking.coe.uh.edu/~ichen/ebook/et- it/constr.htm Constructing meaning with computers (Autumn 2002). TESOL Journal Special Topic Issue, 11(4). Constructing meaning with computers (Autumn 2002). TESOL Journal Special Topic Issue, 11(4). Hoover, W.A. (1996, August ). The practice implications of constructivism. SEDLetter, 9 (3). Retrieved December 26 from http://www.sedl.org/pubs/sedletter/v09n03/practic e.html Hoover, W.A. (1996, August ). The practice implications of constructivism. SEDLetter, 9 (3). Retrieved December 26 from http://www.sedl.org/pubs/sedletter/v09n03/practic e.html http://www.sedl.org/pubs/sedletter/v09n03/practic e.html http://www.sedl.org/pubs/sedletter/v09n03/practic e.html

19. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 19 Selected Resources on Constructivism Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html Resta, P. (2002). Information and commnication technologies in teacher education: A planning guide. Retrieved December 26, 2004 from http://cnets.iste.org/translations/ Resta, P. (2002). Information and commnication technologies in teacher education: A planning guide. Retrieved December 26, 2004 from http://cnets.iste.org/translations/ http://cnets.iste.org/translations/

20. 5/17/05Michael Krauss/UPNFM Tegucigalpa, Honduras 20 Selected Resources on Constructivism Ryder, M. (2004). Constructivism. Retrieved December 6, 2004 from http://carbon.cudenver.edu/~mryder/itc_dat a/constructivism.html Ryder, M. (2004). Constructivism. Retrieved December 6, 2004 from http://carbon.cudenver.edu/~mryder/itc_dat a/constructivism.html http://carbon.cudenver.edu/~mryder/itc_dat a/constructivism.html http://carbon.cudenver.edu/~mryder/itc_dat a/constructivism.html