1. Social Constructivism A presentation by: The King and Queens of Collaboration

2. What is Social Constructivism? A philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding.

3. What does it all mean? Learning is a search for meaning. Learning must start with the issues around which students are actively trying to construct meaning.

4. We are learning all the time… The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers.

5. How does Constructivism impact Curriculum? Promote using curricula customized to the students' prior knowledge and hands-on problem solving.

6. How does Constructivism impact Instruction? Educators focus on making connections between facts and fostering new understanding in students. Teaching strategies are tailored to the students responses, and open ended questions

7. How does Constructivism impact Assessment? There would be less focus on grades and standardized tests. Assessment becomes part of the learning process and students play a role in their own progress.

8. What are the characteristics of Educational settings that encourage Construction of Meaning? Free students from fact driven curriculums; allowing them to focus on larger ideas Allows students to follow their interest and reach individual conclusions Allows students to make connections between ideas Allows students to realize that the world can have multiple perspectives

9. How does Constructivism Impact Student Development? Validates each students point of view; allowing them to have more self confidence Encourages flexibility of thinking and reasoning skills Incorporates problem solving; allowing students to consider multiple perspectives Students achieve deep understanding rather than imitative behavior

10. How does Constructivism Impact Student Social Skills? Students learn to communicate their ideas with others Students learn the importance of negotiation

11. How does Constructivism Help Students with Skills of Cooperation? All ideas are validated Students are encouraged to work cooperatively in groups Establishes an environment of mutual respect All students are encouraged to contribute equally to the classroom

12. Four Branches of Emotional Intelligence 1.Perceiving emotion 2.Using emotions to facilitate thought 3.Understanding emotions 4.Managing emotions

13. Perceiving Emotion: most basic area and has to do with nonverbal reception and expression of emotion Using Emotion to facilitate thought: the capacity of the emotions to enter into and guide the cognitive system and promote thinking.

14. Understanding Emotions: emotions convey information. Each emotion conveys its own pattern of possible messages, and actions associated with those messages. Managing Emotions: emotions need to be managed. It becomes possible to regulate and manage one’s own and others’ emotions so as to promote one’s own and others’ personal and social goals.

15. Emotional Intelligence and Positive Learning Environments Emotional Intelligence improves social effectiveness High emotional intelligence –Higher in verbal, social, and other intelligences –More open and agreeable than others –Drawn to occupations involving social interactions –Less apt to engage in problem behaviors and avoids self-destructive or negative behaviors

16. Emotional Intelligence & Positive Learning Environments Less anti-social behavior –Bullying –Dropouts –Increases positive behavior More positive behavior –Listening in class –Not cutting class –Enjoying school –Bonding with teachers

17. Emotional Intelligence & Positive Learning Environments Peer relationships Act as a buffer against stress and helps coping Higher test scores 8 Min Video on Social & Emotional Learning

18. References Emotional Intelligence. (n.d.). Home | University of New Hampshire. Retrieved July 7, 2011, from http://www.unh.edu/emotional_intelligence/ei%20What %20is%20EI/ei%20definition.htm http://www.youtube.com/watch?v=W34KiYJ6W5k&fe ature=related Zeidner, M., Matthews, G., & Roberts, R. D. (2009). What we know about emotional intelligence: how it affects learning, work, relationships, and our mental health. Cambridge, Mass.: MIT Press.