1. Seymour Papert ETEC562: Group C Constructionism
Jenn – Introduce Group
ETEC562: Group C
Jennifer Lamb, Brian CdeBaca, Melissa Wilson, Rhonda Riskey

2. The Ideas of Seymour Papert
Quote #1 “You CAN’T teach people everything they need to know… The BEST you can do is position them where they can find what they need to know when they need to know it.” Quote #2 “The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.” Quote #3 “The scandal of education is that every time you teach something, you deprive a child of the pleasure and benefit of discovery.”
Jennifer
Discuss radical ideas, BRIEFLY on constructionism since this is covered way more later, his three books, his influence into 21st century learning,

3. Key Elements of Constructionism
Project-based Learning (PBL) - learner-centered activities providing an active learning process in which students collaborate, communicate, make decisions, and evaluate peers in the creation of a process or product (Staff, 2001).
Assessment - authentic evaluation of student’s abilities over time such as a portfolio displaying a student’s projects and artifacts over time (Staff, 2001).
Lifelong learning - teachers and students alike must continually learn throughout their lives. Teachers are facilitating the learning process through engaging activities for students. The teacher is guiding and directing students as students construct their own knowledge. (the guide on the side and not the sage on the stage). If this is true then we will be lifelong learners continually building our knowledge (Staff, 2001).
Brian

4. Key Elements of Constructionism
Learning by making - students demonstrate learning and knowledge through the construction of authentic tangible artifacts (Papert & Harel, 1991).
Engagement - learning is achieved through collaboration, interaction, and reflection. This is an active process in which learning is constructed by doing and participating (Donaldson, 2014).
Learner-centered - exploration of the learning environment to provide build upon prior knowledge. The learning is based around the student’s framework through exploring the learning environment and the real-world (Papert & Harel, 1991).
Brian

5. Piaget and papert Piaget = Constructivism
His theory describes how children achieve at different stages.
Knowledge is an experience that is acquired through interactions.
Papert = Constructionism
His theory focuses more on how children engage and facilitate new knowledge.
Knowledge is shaped by the use of external supports and essential to expand the human mind.
Feelings and ideas are keys to learning.
Melissa

6. Melissa

7. Papert and 21st Century learning
Jennifer

8. The Dangers of Playground Equipment
After receiving a letter and watching a news clip about the dangers of playground equipment on hot summer days, students will work collaboratively to research, design, and conduct experiments, draw conclusions and present their recommendations to the Parks and Recreation Commission.  This real world scenario will help students master the scientific concepts of absorption and reflection of light with regards to temperature and will sharpen scientific inquiry skills. It also encompasses the use of technology as it seamlessly integrates several aspects such as kinesthetic learning.
Rhonda
Click here to view video.

9. Step 2: The Letter should be photocopied for students.
Time Frame: 3-4 weeks to complete, based on the prior knowledge and experience of students.  It may be completed at the beginning of the year to help teach and/or review experimental design or can be completed later in the year to teach light.
Step 1: Before starting the project, teams (3-4 students per team) will be selected based on the strengths and weaknesses of individual students. Differentiation is addressed in this project by the inclusion of activities appropriate for a variety of learning styles. Some tasks, such as labs can be accomplished either by individuals, pairs, or groups depending on student needs and classroom resources. Dates for the final presentation should be discussed.  
Step 2: The Letter should be photocopied for students.  
Step 3:  Teams will be assembled. The Final Presentation Rubric and Final Presentation Content Rubric will be provided to students at this time.
Step 4:  Students will investigate the properties of light and its effects on temperature.  Working in pre-selected teams, students will perform lab activities to make observations of light waves as they encounter various media and make illustrations based on those observations. (Reflection Activity, Diffraction Activity, Exploring Properties of Light Activities, Refraction Activity, Absorption of Radiant Energy Lab, Reflectivity of Light Lab)  Students will individually complete the Parts of a Wave Exit Slip following the completion of the lab activities. The content and lab skills gained by performing these activities can be used as a guide to help students design their experiments and presentations.  The Transmission of Light Review Game may be played as a form of formative assessment.   Students will complete the Transmission of Light Quiz.
Rhonda

10. Step 5:  Student teams will now begin to design experiments for lowering the temperatures of playground slides. They may need guidance in order to identify variables and define constants.  If needed, the teacher will review concepts and vocabulary using Experimental Design Vocabulary Flashcards. Flashcards should be photocopied and on tag board and cut ahead of time.  Students will work in teams to match the word to its definition.  Student understanding of experimental design may be assessed with the Experimental Design Quiz.  Because students are in the design stage of the project, basic lab safety rules should be reviewed. Safety Scenarios can be assigned for homework.  The Lab Report Rubric will be provided to students at this time as a guide while designing their experiments.
Step 6:  Each team will conduct experiments to measure, compare, and evaluate the effects of absorption and reflection of light on temperature of a slide. Demonstrations will be photographed and videotaped by students for future use in presentations.  The lab report should also be written and data should be analyzed and displayed.  Students will use the Lab Report Rubric and Graphing Checklist as a guide.  Students begin video and photo editing. The Final Presentation Rubric and Final Presentation Content Rubric should once again be utilized by students to make certain all requirements are being met.
Rhonda

11. Step 7:  Students teams will collaborate on presentation. This will include planning what demonstrations, videos, photos, and information are to be included as well as organizing tasks for the final presentation. 
Step 8:  Student teams will participate in the peer review process using the Final Presentation Rubric and Final Presentation Content Rubric.  This serves as valuable feedback for students before the final presentation.  The teacher should allow students time, as needed, to edit and finalize presentations.
Step 9:  Student teams will present their final presentation to fellow classmates and teachers.
Step 10:  Students will participate in a post-project Final Self Reflection for Slide or Fried.
Rhonda

12. Sample Letter For Student Project
Parks and Local Area Youth
Shadey Lane
Small Town, TX
To: Seventh Grade Science Students
From: Yule B. Havinfun, CEO Parks and Local Area Youth
Date: March 28, 2014
Re: Hot Time at Area Playgrounds
Because of numerous reports of children being injured while using playground equipment, the Parks and Local Area Youth Group
has convened to address the problem. The PLAY Group has decided to solicit the assistance from students in local schools to
utilize experimental processes to gather data and propose possible solutions based on their research.
Your school team has been selected specifically to investigate problems related to the temperatures of playground slides.
Please take a moment to view the news clip from CBS® news and familiarize yourselves with the issue.
Your school teams are scheduled to present your research and recommendations to our panel of experts on
_______________________. Please examine the list of requirements below.
Scientific tests must be conducted
Data must be collected, properly displayed, and analyzed
Conclusions must be based on experimental data
Video clips and photos must be a part of your presentation, possible formats include video such as Movie Maker or PowerPoint
An animated model should be included as part of the presentation
We look forward to hearing from you.
Sincerely,
Mr. Yule B. Havinfun
Yule B. Havinfun
CEO Parks and Local Area Youth

13. Playground Lesson Plan Resources
Technology:
Desktop Computer or Laptop computer with Microsoft programs such as Word and PowerPoint
TI-84 Graphing Calculator with Easy Data software
Temperature Probe
Light Sensor Probe and Easy Link connector
Video recorder with sound and editing software (such as FlipVideo®)
Digital Camera with editing software
Websites:  Reflection Activity
Diffraction Activity
Exploring Light Activities
Entry Event News Segment
Community: Member of Parks and Recreation Committee to serve on presentation panel (if possible)
Materials:
Tag Board to photocopy Experimental Design Vocabulary Flashcards   Projector for presentations and Transmission of Light Review Game 
Computers with internet access, word processing programs, media presentation programs, and spreadsheet and graphing capabilities
Printers (and ink) for the computers
Video cameras with editing software to include videos in presentations
Digital Cameras with editing software to include pictures in presentations
TEKS: A.1-4E.b.1A.B.2A-E
Rhonda

14. Sources
Ackermann, Edith. Piaget’s Constructivism, Papert’s Constructionism: What’s the difference?. March 27, Donaldson, J. (2014, January 23). The rebirth of constructionism. Retrieved from Papert, S. & Harel, I. (1991). Situating constructionism. Retrieved from Staff, E. (2001, November 01). Seymour Papert: Project-based learning. Retrieved from Stager, G. (2014). The Daily Papert. Retrieved from Stager, G. (2014). Seymour Papert: Inventor of everything. Retrieved from Interaction Design and Children (IDC). (2013). Tribute Panel on Seymour Papert. Retrieved from
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