A Constructivist Approach to Teaching

2012 ◽  
pp. 21-34
Keyword(s):  
Constructivist Approach ◽  
Approach To Teaching

A Constructivist Approach to Teaching Permutations and Combinations

1998 ◽  
Vol 20 (3) ◽  
pp. 75-77 ◽  
Author(s):  
Robert J. Quinn ◽  
Lynda R. Wiest
Keyword(s):  
Constructivist Approach ◽  
Approach To Teaching

Learning Strategies Instruction

2020 ◽  
Author(s):  
Mary Grosser
Keyword(s):  
Environmental Management ◽  
Deep Learning ◽  
Learning Strategies ◽  
Transfer Of Learning ◽  
Constructivist Approach ◽  
Learning Tools ◽  
Effective Learning ◽  
Management Learning ◽  
Approach To Teaching ◽  
Strategies Instruction

Learning strategies comprise the application of overt and covert metacognitive, cognitive, affective/motivational, social, and behavioral/environmental/management learning tools to enhance the successfulness of surface and deep learning, as well as transfer of learning. The most effective learning strategies for the acquisition and manipulation of information combine the limited use of a behavioristic, teacher-directed transmission approach to teaching with a powerful cognitive and constructivist approach where students take control of their own learning and construct meaning of information.

Lollipop Statistics

2003 ◽  
Vol 9 (1) ◽  
pp. 12-15
Author(s):  
Dianne S. Goldsby
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
School Mathematics ◽  
Constructivist Approach ◽  
School Students ◽  
Area Of Interest ◽  
Approach To Teaching ◽  
The 1950S ◽  
Principles And Standards

AS NCTM'S Principles and Standards for School Mathematics (2000) points out, students should work directly with data to understand the fundamentals of statistical ideas. Teachers should also introduce statistics in a way that will capture the attention of students of varying abilities and interests. The constructivist approach to teaching emphasizes the idea that students work better when presented with tasks that are meaningful and relevant; in other words, they expend energy on topics that interest them (Brahier 2000). One way to harness that energy in the classroom is to teach with music, an area of interest for most middle school and high school students. This article describes the use of the 1950s hit “Lollipop” (Ross and Dixon 1986), heard in the movie Stand by Me, as a launching point to introduce ideas of counting, working with frequency tables, and graphing data.

Drum Programming Minus One (Beginner)

2020 ◽  
pp. 17-20
Author(s):  
James Humberstone
Keyword(s):  
Music Technology ◽  
Constructivist Approach ◽  
Approach To Teaching

This chapter describes a lesson that uses a software step sequencer and portable speaker to teach students how to construct rhythmic patterns (or “beats”) uncomplicated by pitch, thereby learning about rhythmic values and patterns within meter. In the process of learning how to make beats, students will learn about concepts such as tempo and meter. By neglecting pitch, students can more easily grasp complex aspects of rhythm, such as individual rhythmic values (eighth note, 16th note, etc.). This is a lesson minus-one (or zero, if you prefer) because it is a pure constructivist approach to teaching drum programming. It can be used with young kids, or kids who might not have used music technology before.

Reflections on a Constructivist Approach to Teaching

1996 ◽  
Vol 17 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Debbie Hamilton ◽  
Randy Hitz
Keyword(s):  
Constructivist Approach ◽  
Approach To Teaching
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