Nathan Ehles Research Topic: Music by: Tom Pease Wobbi-do-Wop!
(1993) Boogie! Boogie! Boogie! (1986)
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A philosophy of learning founded on the premise that, by
reflecting on our experiences, we construct our own understanding
of the world we live in. Each of us generates our own rules and
mental models, which we use to make sense of our experiences.
Learning, therefore, is simply the process of adjusting our mental
models to accommodate new experiences. (Funderstanding.com,
2008)
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Students learn best when they create the knowledge themselves.
They cannot make the learning their own if the facts and
information are just given to them. Just hearing an idea once does
not create learning. Discovery happens through hands-on projects,
self-directed quests, personal reflection, and dialogue with peers.
Students will learn much more powerfully when they are allowed to
create their own knowledge. This process will establish long-term
retention. (Brooks & Brooks, 1999, p. 67)
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In order to affect the change from a teacher-centric, lecture
format classroom to student-centric, constructivist format;
classroom educators need to be aware of the five most important
aspects of constructivism: prior knowledge choice and inquiry
collaboration facilitation and scaffolding hands-on learning
(Brooks & Brooks, 1999) Collectively these five aspects will
lead to true meta-cognition true knowing means knowing that you
know (Watson, 2000)
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A bit beyond what the child already knows, but not so far the
child cannot learn when provided appropriate guidance by teaching
adults. (Harris and Pressley, 1991) Zone of Proximal Development
(Vygotsky, 1978)
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Mini-lesson: Prior Knowledge Directions: Write down as many
things in a minute that you think you know about: The American
Revolution 1 Minute BRAIN DRAIN
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Students are given choices about what they learn and why Each
student uses their prior knowledge as a starting point of their
inquiry The only limit is their own curiosity With freedom to
explore their interests, they take on an active role in the
acquisition of any new knowledge gained The learning is theirs
alone and can never be taken away and is less likely to be
forgotten (Ediger, 1999)
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People: heroes, spies, or traitors Places: cities, colonies, or
lands Events: battles, massacres, or tea parties Times: eras,
years, days, or moments Important or obscure Interesting to many or
only a few
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The purest sense of collaboration involves deep, honest
dialogue between respected peers. When competition is removed from
the equation, every person in that environment has the opportunity
to expand and build upon the groups knowledge. (Watson, 2001)
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The teacher takes on the role of a facilitator The facilitator
creates the framework that the student learning can follow for
optimum effect Ideally, the teacher as facilitator provides very
precise objectives for the students to strive for since some
students may require a more structured format. At the same time
other students will prefer more open-ended procedures with less
help from a facilitator. (Ediger, 1999)
Students become more and more independent in their learning The
teacher removes the control slowly over time This allows the
students to take on more of the responsibility themselves The
students must ask questions of the facilitator to gain a deeper
understanding The teacher will see understanding by them and will
know that students have constructed their own learning The pupil
needs to do the learning, with the social studies teacher setting
the stage for a stimulating environment. (Ediger, 1999)
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The finished portfolios were put up in the library to showcase
the students knowledge and learning. This was the final opportunity
for the participants to be assessed. The portfolio demonstration
was commented on by one particular student, I loved looking at the
cool posters! (personal communication, June, 2010) A teacher from
another grade level also noted, That display was such a great idea!
I wish I had thought of that. (personal communication, June, 2010)
There were 5 (29%) participants that showed that they had achieved
some measure of true meta-cognition. They were checking their
scores on their rubrics, creating effective and organized projects,
and showing strong evidence of learning in the presentation of
their portfolios.