1. Constructivism Presented by: Cambria Neese, Dwate Strickland, Rachael Eubanks, James Cooper, & Kaitlyn Parker

2. Overview of Constructivism Constructivism: is a student centered theory of knowledge that argues that humans create knowledge and meaning from an interaction between their experiences and their ideas.

3. Piaget’s Cognitive Theory of Development He suggested that through the two processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the new experience into an already existing schema without changing that schema.

4. Piaget’s Table

5. Where We Observed

6. The Classroom

7. What We Observed Pre-K classes ages 4-5 All students were at the preoperational level Students required: Meal and snack time Nap time Time to exercise inside or outside Stimulating activity and environment in the classroom

8. Cognitive Behavior We Observed Students were given many materials to stimulate their development Things such as: Paper-Journals/pencils and markers Plastic food and cooking materials Costumes Blocks/legos Puzzles Dolls

9. Cognitive Behavior We Observed Students would play with one another in their own created imaginary world using the materials given. We observed some students playing “House” in one of the classrooms. They created their own storylines and relationships with one another. Ex. Some girls had husbands and “cooked” food.

10. Cognitive Behavior We Observed Student-Teacher Interaction Students compare experiences they’ve had in the past to process new experiences. Ex. Teacher was explaining rules for centers and a student asked if they were the same rules from small groups.

11. Theory Results Due to the evidence given, students need stimulated development in order to reach their full potential in learning. Without that stimulation, students would not be able to process the things around them as effectively as they could with the proper development. Bottom Line: It is crucial for us as teachers to help stimulate their development to better improve their learning.

13. PoP-Quiz

14. #1 Who is largely accredited for the formulation of the constructivism theory?

15. #1 Who is largely accredited for the formulation of the constructivism theory? Piaget

16. #2 T/F: Constructivism is mainly teacher based.

17. #2 T/F: Constructivism is mainly teacher based. False

18. #3 3. Preoperational ___ a. Birth to 2 years; operates primarily through sense and motor activities. b. 7 to 11 years; solves problems by generalizing from concrete experiences. c. 11 years and older; Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations. d. 2 to 7 years; Gradually acquires ability to conserve and decenter, but not capable of operations.

19. #3 3. Preoperational D a. Birth to 2 years; operates primarily through sense and motor activities. b. 7 to 11 years; solves problems by generalizing from concrete experiences. c. 11 years and older; Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations. d. 2 to 7 years; Gradually acquires ability to conserve and decenter, but not capable of operations.

20. #4 Sensorimotor ___ a. Birth to 2 years; operates primarily through sense and motor activities. b. 7 to 11 years; solves problems by generalizing from concrete experiences. c. 11 years and older; Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations. d. 2 to 7 years; Gradually acquires ability to conserve and decenter, but not capable of operations.

21. #4 Sensorimotor A a. Birth to 2 years; operates primarily through sense and motor activities. b. 7 to 11 years; solves problems by generalizing from concrete experiences. c. 11 years and older; Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations. d. 2 to 7 years; Gradually acquires ability to conserve and decenter, but not capable of operations.

22. #5 Concrete Operational ___ a. Birth to 2 years; operates primarily through sense and motor activities. b. 7 to 11 years; solves problems by generalizing from concrete experiences. c. 11 years and older; Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations. d. 2 to 7 years; Gradually acquires ability to conserve and decenter, but not capable of operations.

23. #5 Concrete Operational B a. Birth to 2 years; operates primarily through sense and motor activities. b. 7 to 11 years; solves problems by generalizing from concrete experiences. c. 11 years and older; Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations. d. 2 to 7 years; Gradually acquires ability to conserve and decenter, but not capable of operations.

24. #6 Formal operation___ a. Birth to 2 years; operates primarily through sense and motor activities. b. 7 to 11 years; solves problems by generalizing from concrete experiences. c. 11 years and older; Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations. d. 2 to 7 years; Gradually acquires ability to conserve and decenter, but not capable of operations.

25. #6 Formal operation C a. Birth to 2 years; operates primarily through sense and motor activities. b. 7 to 11 years; solves problems by generalizing from concrete experiences. c. 11 years and older; Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations. d. 2 to 7 years; Gradually acquires ability to conserve and decenter, but not capable of operations.

26. #7 T/F: Manipulatives are essential to constructive learning?

27. #7 T/F: Manipulatives are essential to constructive learning? True

28. #8 The foundation of constructive learning is based mainly upon what?

29. #8 The foundation of constructive learning is based mainly upon what? information that is taught by a teacher, and knowledge that is gained from experiences.

30. #9 T/F: At any given time a child may exhibit behaviors of more than one stage.

31. #9 T/F: At any given time a child may exhibit behaviors of more than one stage. True

32. #10 From the information discussed, what stage were the Pre-K kids at the Bridge Learning Center demonstrating?

33. #10 From the information discussed, what stage were the Pre-K kids at the Bridge Learning Center demonstrating? The Preoperational stage.