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Module 15

1. Constructivism is a learning theory where learners actively construct knowledge based on their experiences rather than passively receiving information. Learning is a social process where students and teachers work together to build knowledge. The goal of teaching is to provide experiences that facilitate knowledge construction. 2. Constructivism says that people learn through experiences, not lectures. For example, a student may better understand physics by solving a real-world problem rather than just hearing a lecture. Directing their own learning helps students understand concepts better than being handed the right answers. 3. Teaching for understanding requires students to think critically, analyze, problem solve, and make meaning from what they've learned. This contrasts with traditional teaching focused on

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41 views

Module 15

1. Constructivism is a learning theory where learners actively construct knowledge based on their experiences rather than passively receiving information. Learning is a social process where students and teachers work together to build knowledge. The goal of teaching is to provide experiences that facilitate knowledge construction. 2. Constructivism says that people learn through experiences, not lectures. For example, a student may better understand physics by solving a real-world problem rather than just hearing a lecture. Directing their own learning helps students understand concepts better than being handed the right answers. 3. Teaching for understanding requires students to think critically, analyze, problem solve, and make meaning from what they've learned. This contrasts with traditional teaching focused on

Uploaded by

Jessa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Module 15

JESSA T. GUALINGCO

TECHNOLOGY IN TEACHING FOR UNDERSTANDING

B. ANALYSIS

1. Constructivism is the theory that says learners construct knowledge rather than just passively take in
information. As people experience the world and reflect upon those experiences, they build their own
representations and incorporate new information into their pre-existing knowledge (schemas).

-Students learn best when engaged in learning experiences rather passively receiving information.

-Learning is inherently a social process because it is embedded within a social context as students and
teachers work together to build knowledge.

-Because knowledge cannot be directly imparted to students, the goal of teaching is to provide
experiences that facilitate the construction of knowledge.

2. Constructivism is a philosophy of education that says that people construct knowledge through their
experiences and interactions with the world. Essentially, it says that people learn through experience,
not through hearing someone give a lecture. For example, Susan doesn't really understand physics when
her teacher tries to explain it. But if she was faced with a physics problem in her everyday life (say,
trying to figure out how hard to push on the gas pedal to get her car to accelerate up a steep hill), she
might understand it better.

Because constructivism points out that experiential learning is more powerful than lectures and
worksheets, a related view is that by directing their own learning process, students will understand
concepts better than if they were just handed the right way to do things. In other words, her teacher can
give Susan formulas all she wants; Susan will never understand them as completely as she would if she
were given the problem and had to come up with the formula herself.

3. Teaching for Understanding describes an approach to teaching that requires students to think,
analyze, problem solve, and make meaning of what they have learned. Teaching for Understanding:
Linking Research with Practice introduced the approach and the research that supports it. Traditional
method of teaching is when a teacher directs students to learn through memorization and recitation
techniques thereby not developing Critical thinking, Problem Solving, and Decision making skills.

4. Learning by doing is the idea that we learn more when we actually “do” the activity.

For example, imagine you are a jazz musician looking to understand how chords relate to one another.
Traditionally, you might play the chords over and over again alone in the studio. With the learning by
doing approach, you would gain a basic understanding of the chords and then hop on stage to play the
chords as an improvised piece with other musicians– active engagement, not passive practice. Active
engagement facilitates deep learning and encourages mistakes – i.e. those ‘wrong’ chords – and how to
learn from those as well. For learning by doing to work, you need to lay some initial groundwork. Recent
research shows that learning by doing works when it comes at the right point in the learning process.
What does this mean? First, it’s important to underscore that learning is a process. Learning builds on
itself, and if learning by doing comes too early, people get overwhelmed. They don’t learn.

5. Technology allows students to help each other and work together across to better understand the
material. In that sense, they can sometimes serve as the (supervised) teachers — and learning through
instruction is known to be highly effective for mastering a topic and solving problems.

D. ASSESSMENT

1. Vocal learning in songbirds is mediated by a highly localized system of interconnected forebrain


regions, including recurrent loops that traverse the cortex, basal ganglia, and thalamus. This brain-
behavior system provides a powerful model for elucidating mechanisms of vocal learning, with
implications for learning speech in human infants, as well as for advancing our understanding of skill
learning in general. A long history of experiments in this area has tested neural responses to playback of
different song stimuli in anesthetized birds at different stages of vocal development. These studies have
demonstrated selectivity for different song types that provide neural signatures of learning.

2. Songbirds help us to understand how listening to speech when you're young shapes the way you hear
and speak for the rest of your life. One component of this microcircuit, a layering of outer brain cells
known as cortical lamination, was believed to have evolved only in mammals.

3. Human speech and birdsong have numerous parallels. Both humans and songbirds learn their
complex vocalizations early in life, exhibiting a strong dependence on hearing the adults they will
imitate, as well as themselves as they practice, and a waning of this dependence as they mature. The
mechanism of producing sound in birds differ from that in human beings because birds have a ring of
cartilage called syrinx in their windpipe they use it in their voice Box to produce sound but in human
beings there is a vocal chords or larynx which help us to produce sound.

4. Age-related voice changes vary widely, and people can begin to “sound old” in their 50s, while others
retain a resonant voice well into their 80s. The normal aging process can affect the larynx and vocal
cords in several ways:

-Atrophy (shrinkage) of muscle

-Thinning of mucous membranes.

5. The most important and frequently reported were feelings of relaxation, inner peace and tranquility
experienced by taking the time to connect with God while praying. Through prayer, we can finally
achieve peace and serenity and begin to move forward in health and happiness without remaining
trapped in a past that is riddled with mistakes and hurtful behavior. Daily prayer also allows us to forgive
others who may have wronged us in the past. Healing presence - prayer can bring a sense of a spiritual
or loving presence and alignment with God or an immersion into a universal unconsciousness. Positive
feelings - prayer can elicit feelings of gratitude, compassion, forgiveness, and hope, all of which are
associated with healing and wellness.

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