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Activity - Constructivist Approach

The document discusses the constructivist approach to teaching mathematics and its key elements like authentic and collaborative activities. It provides examples of how to implement interactive, collaborative, integrative and inquiry-based teaching through citing specific math activities. The document also discusses the 16 Habits of Mind and how they relate to constructivist teaching elements like self-directed learning and applying past knowledge to new situations.

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lanie vences gomez
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50 views3 pages

Activity - Constructivist Approach

The document discusses the constructivist approach to teaching mathematics and its key elements like authentic and collaborative activities. It provides examples of how to implement interactive, collaborative, integrative and inquiry-based teaching through citing specific math activities. The document also discusses the 16 Habits of Mind and how they relate to constructivist teaching elements like self-directed learning and applying past knowledge to new situations.

Uploaded by

lanie vences gomez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Math Mjr 3112 – Principles and Strategies in Teaching Math

Name: _________________________________Date: ___________Score: ________Equiv._____

Course & Year: __________________________ Schedule of Class: ______________________

Constructivist Approach Teaching: Interactive, Collaborative, Integrative and Inquiry-based

A. Directions: Show that the constructivist approach is implemented when teachers use interactive and
collaborative teaching, integrative teaching, and inquiry-based teaching by citing activities of each
particular type of teaching in Mathematics. Accomplish the Table below.

Elements of the Constructivist Which element/s of constructivist approach are


Approach manifested in Interactive and Collaborative
Teaching, integrative teaching and inquiry-based
teaching. Cite activities that you will do during these
elements.
1. Authentic activities and real-
world environments

2. Multiple Perspectives

3. Wholistic, Integrative

4. Self-directed learners

5. Meaningful learning

6. Collaborative learning

7. Interactive learning
B. Directions: Answer the following questions briefly.

1. Research on the 16 Habits of Mind. Why are they called habits of mind? Match them with the elements
of constructivist teaching.
The 16 Habits Of Mind
The Habits of Mind by Art Costa and Bena Kallickdon't simply represent fragments of practice to "add
on" to what you already do, but rather new ways to think about how people learn.I feel passionately
that the Habits of Mind are one of the keys to becoming successful. Habits of Mind must continue to
develop in order to meet the ever increasing demands of the challenges we face as we continue to
grow and acquire greater degrees of excellence in a field.
1. Persisting
Have students identify characteristics of persistence shown by individuals in well-known events, or
imagine what might have occurred if more or less persistence was shown in a given scenario.

2. Managing Impulsivity
Model the use of patience in the classroom, including wait time during discussion, or using helpful
sentence stems that reflect intentional choice (such as "After reviewing all of the possible solutions").

3. Listening to Others with Understanding and Empathy


Identify the most common "listening set-asides" in conversation so that students can begin to
recognize common "errors" that occur in everyday communication. These errors might include
comparing, judging, placating or giving advice instead of really listening and understanding a message.

4. Thinking Flexibly
Use RAFT assignments (Role, Audience, Format, Topic) where students must consider a situation,
letter, speech or poem from a perspective other than their own, or that of the original speakers.

5. Thinking About Our Thinking (Metacognition)


Ask students to map out their own thinking process. This can be done simply at first, e.g., diagramming
the relationship between a want and a need, a gesture and a need to gesture. Then make it
increasingly complex -- mapping out how characters from books or thinkers in history might have
arrived at certain starting or stopping points in thought.

6. Striving for Accuracy and Precision


Use "three before me," a strategy that insists on any important assignment being checked by at least
three other people before being handed in.

7. Questioning and Posing Problems


Create a "parking lot" area in the classroom -- stocked with post-it notes -- where students can post
questions that may not fit into the pace or format of a given class. Then highlight the better questions
periodically, or use them as jumping off points for discussion or even lesson planning.

8. Applying Past Knowledge to New Situations


Use question stems like "What do you remember about . . . ?", "When have you ever seen anything like
this?" or "Tell me what you know about . . . " Whether you consider this activating schema, prior
knowledge, or simply getting students more comfortable and in tune with what they already know, it
can be a huge boost to the learning process.

9. Thinking and Communicating with Clarity and Precision


Remind students to avoid the vagueness and abstraction -- and imprecision -- of terms like always,
never, all, everybody, teachers, celebrities, technology, they, we, should and must. Post these kinds of
words or phrases where students can be reminded of them -- and know to avoid them. And hopefully
know why they should avoid them.

10. Gathering Data Through All Senses


Playfully allow students to "cite" sources from sensory data in addition to traditional textual sources.
Also consider including the compelling use of such data in a rubric for formal assessment.

11. Creating, Imagining and Innovating


Offer persistent sources of inspiring thought, design, art or multimedia through writing prompts,
discussion points or simply as a daily class closure. This models not only creativity, but also expertise,
and is readily available on YouTube, Pinterest and Instagram.

12. Responding with Wonderment and Awe


Don't just allow opportunities for student choice in topics, formats or learning pathways -- insist on it.
Refuse to move the class forward until they are bringing their own passions into the learning
experience.

13. Taking Responsible Risks


Create an environment where failure is analyzed, not punished.

14. Finding Humor


Point out humor where it is not immediately apparent, especially in stories and examples from your
own life. This can help establish the "relativity" of "things," which supports more accurate analysis.
Humor makes everything better.

15. Thinking Interdependently


Using digital and social media imposes at least a topical need for interdependence from the beginning.
The more thinking is published and shared, the more opportunity there will be for cognitive
interdependence, though even opportunities aren't guarantees that it will happen.

16. Learning Continuously


Intermittently revisit old ideas, writing and projects to identify areas for development, improvement or
revision. This is especially natural in digital domains, where content is more fluid -- updated, shared,
hyperlinked, curated, reformatted into more or less visual terms, then shared again.

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