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CHAIN
RADICAL HIERARCHY
Sample selection
balance or equilibrium
incorporates on
going
experiences
with
real-life
situations
Students work in small groups
Students work individually
Interactive activities become main
focus (if materials can be related to an
interest of the child, they are more
appropriate to remember them)
IMPLEMENTATION IN CLASS
student-centered one
Students are empowered by a teacher
who operates as a guide on the side
vs. a mentor in the center or sage
on the stage
Classrooms are structured so that
learners are immersed in experiences
with in which they may engage in
meaningful
Inquiry
Action
Imagination
Invention
Interaction
Hypothesizing
Personal reflection
In conclusion
I
1.
2.
3.
4.
believe
in
teaching
through
constructivism because
Allows for students to become engaged
with one another
Cuts out the talking head
Children learn through own experiences
based on their lives
Remember information down the road of
life instead of memorization
Resources
Piaget, J. (1977). The development of thought: Equilibration of cognitive