Constructivism+via+Jerome+Bruner

Related Links:
http://www.columbia.edu/cu/news/vforum/02/science_religion_wJames/ http://www.infed.org/thinkers/bruner.htm http://tip.psychology.org/bruner.html http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Bruner.htm http://www.exploratorium.edu/ifi/resources/constructivistlearning.html http://www.ndt-ed.org/TeachingResources/ClassroomTips/Constructivist%20_Learning.htm http://www.teach-nology.com/currenttrends/constructivism/ [|http://www.stemnet.nf.ca/~elmurphy/emurphy/cle.html] http://www.sedl.org/pubs/sedletter/v09n03/construct.html http://wolfweb.unr.edu/homepage/jcannon/ejse/ejsev2n2ed.html

Hello Video of Jerome Bruner giving a lecture:
 [|http://www.columbia.edu/cu/news/vforum/02/science_religion_wJames/]

Websites with Constructivist Lessons:
http://www.wnet.org/edonline/concept2class/constructivism/demonstration1.html http://www.journeytoexcellence.org/practice/instruction/theories/constructivist/ http://circle.adventist.org/browse/resource.phtml?leaf=4638

Websites that address Constructivist Lesson Design:
http://www.prainbow.com/cld/cldp.html http://cte.jhu.edu/techacademy/fellows/Ullrich/webquest/mkuindex.html

Results of Class Feedback:
•The assessment process •The fact that he is tied back to Vygotsky. I also am refreshed to be reminded of the “guide on the side” model. •Constructivism is about building and creating and synthesizing understanding as it relates to the individual learner=as part of a collaborative effort. •It really validated my action research plan for enrichment vs. underachievement in gifted learners (enrichment = experiential) for me. •That is was based on Piaget. Importance of teacher/facilitator monitoring and structuring opportunities for learning. •Gaining a clearer understanding it Constructivism. •Spiraling •Learning is contextual •Learning is a social activity •No need for separate assessment, both for teacher and learner •I never heard of him. I had heard of constructivism often in this class and it explains this. •I already had an idea about constructivism but it clarified/cemented the idea in my mind. •The discovery learning aspects •Made connections with learning and content. The role of the instructor •A clearer understanding of where he fits into the spectrum: Vygotsky – Bruner -
 * What new learning occurred for you today regarding Jerome Bruner and Constructivism?**

•Yes – loved the round robin •Yes – We built upon our knowledge based on other students’ knowledge •Since I find myself to be somewhat of a concrete thinker, this was quite difficult. •I enjoyed the activity. I thought it was well done and provided an engaging way to give information. Great work team! •It was frustrating. Discovery for me is foreign. •Somewhat •It was hard for me to generate ideas as I had no real prior knowledge of Bruner. •The brochure was very helpful. •Absolutely!! •Yes – because it was theory in practice. The social activity of working together to build learning was demonstrated. •The activity was hands on and this is the best way I learn. This is a way that let become engaged and have fun self-learning. •Yes – It expanded the prior knowledge in a way that demonstrated we knew more than we thought. •Yes – Constructivism-Bruner – Like the pamphlet and the carousel activity •It helped me to tap past knowledge and experience but did not provide depth or more specific info. Some info on charts was not completely accurate or the essence of the concept or theory.
 * Was the Become a Theorist Activity helpful in understanding the theory?**

•It is important to think through how to help teachers plan and assess using discovery. It will also be important to think through how to have an evaluation instrument allow for discovery and not restrict to direct sequential instruction. Careful consideration of when to employ discovery strategies and when to not employ them. •This is info that will help support the change in our special ed world. People need to be able to get away from __ engaged learning. •I will apply it as a reminder that participants at our training need to DO to learn. •I like doing gallery walks and allowing students to take part in my classes. They are already great at “taggin” So they would love your activity! •I really like the constructivist theory in math instruction, particularly in the primary grades. I also think learning based on inquiry produces more engagement. •It will help assist me as an AP, as I work with teachers in the classroom. Also, as a researcher, this theory could possibly fit right in J •Ability to cite his research and be informed •Discovery is one tool of many to use in my bag of tricks as a teacher… •In my current role, I will use this with the teachers tat I work with. •I can apply discovery learning but I need t make sure I coach and support them. Let them learn in the manner it is best for them. •Good information to incorporate – knowing “we learn in relationship to what else we know” •Dynamic assessment •Good idea for group facilitation
 * How will you apply this information in your current role?**

•You all did great •I still have some questions about the application of spiraling. •Thanks for the brochure – It will come in handy J •How widely used is this model in instruction? •Where can I find more information on activities that fit this theory of learning? •What do we fall back to when under time constraints – even when we believe in this theory of learning? •Do you have any connections or other theories that apply to the special ed world? •Straight discovery in an inquiry lesson doesn’t always get to the highest caliber thinking or product. However, if the teachers pre-teaches data collection skills and then immerses the students in an inquiry lesson on energy, students may reach a higher level.
 * Other questions I have about this theory are…**

References:
Brooks, J. and Brooks, M. (1993). In Search of Understanding: The Case for Constructivist Classrooms, ASCD. Retrieved February 7, 2008, from http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7const.htm

Conway, J. (1997). Educational Technology's Effect on Models of Instruction. Retrieved February 7, 2008, from http://copland.udel.edu/%7Ejconway/EDST666.htm#dislrn

Gagnon Jr, G. W. & Collay, M. Constructivist Learning Design. Retrieved February 7, 2008, from http://www.prainbow.com/cld/cldp.html

Hein, G. E. (1991). Constructivist Learning Theory. Retrieved February 7, 2008, from [|http://www.exploratorium.edu/ifi/resources/constructivistlearning.html 

Jerome Bruner Discussed “The Varieties of Ordinary Experience” (2002). Retrieved February 7, 2008, from Columbia University, Office of Communications & Public Affairs - Video Archives Web site: http://www.columbia.edu/cu/news/media/02/

Kearsley, Greg. (1994). Explorations in Learning & Instruction: The Theory Into Practice Database. Retrieved February 7, 2008, from http://tip.psychology.org/bruner.html

Murphy, E. (1997). Constructivist Learning Theory. Retrieved February 7, 2008, from [|http://www.stemnet.nf.ca/%7Eelmurphy/emurphy/cle2b.html 

Olsen, David (2007). Jerome Bruner: Continuum Library of Educational Thought. Retrieved February 7, 2008, from http://en.wikipedia.org/wiki/Jerome_Bruner

Sage, N. (1999). The Psi Cafe: A Psychology Resource Site. Retrieved February 7, 2008, from [|http://www.psy.pdx.edu/PsiCafe

Smith, M.K. (2002). 'Jerome S. Bruner and the process of education', Retrieved February 7, 2008, from http://www.infed.org/thinkers/bruner.htm

Ullrich, K.(2004). Constructivism and the 5 E Model Science Lesson. Retrieved February 7, 2008, from http://cte.jhu.edu/techacademy/fellows/Ullrich/webquest/mkuindex.html