Constructivist Teachers And Teaching Philosophy - 1454 Words

Teachers who have a constructivist basis for their philosophy of teaching and learning are seldom satisfied to use textbooks alone. Constructivists know that students must have motivation to search for meaning and create their own understanding of the world of ideas. When students want to know more about an idea, a topic, or an entire discipline, they put more cognitive energy into classroom investigations and discussions and study more on their own. There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. StudentsShow MoreRelatedEssay Theoretical Stance on Learning and Teaching Mathematics1495 Words   |  6 PagesStance for the Teaching of Mathematics – As a pre-service teacher, my philosophy of teaching Mathematics is based on a constructivist, student-centred approach. I have learned, through my practicum experiences, as well as Mathematics Education courses, which advocate this approach, that it is the most effective way to teach Mathematics. This essay will explicitly describe my philosophy, as well as explain and justify the specific teaching and learning strategies related to this philosophy, supportedRead MoreThe s Views On Constructivism1347 Words   |  6 Pagesconstructivism. This teaching model has been approached numerous times by different viewpoints. This type of model has been tested but has not been successfully implemented. â€Å"The lack of success in implementing this widely accepted educational epistemology into the schools can be attributed to what might be called failures of readiness† Elkind (2004). In this quote he states that in order for constructivism to work successfully, three major components must be in place; teacher readiness, curricularRead More My Philosophy of a Constructivist Mathematics Education Essay1285 Words   |  6 Pagesunderstanding (Van de Walle, 2007, p.27).† My philosophy of a constructivist mathematics education At what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that can remember a formula, write down symbols, see a pattern or solve a problem? I believe in enriching and empowering a student’s mathematical experience that fundamentally stems from a Piagetian genetic epistemological constructivist model. This allows the student to scaffoldRead MoreThe Basic Components Of Instructional Design Models1227 Words   |  5 Pageseffect or value in what we do then we need to stop doing it and try something else. The constructivist and connectivist views have been, at times, criticized for not being able to reach all learners and provide adequate support. In reality, however, classrooms founded in these principles do have the ability to focus on the individual learner and their needs. In their work â€Å"The Courage to Be Constructivist†, Brooks and Brooks take a stand and assert that learning in this way ca n foster meaningfulRead MoreConstructivist Theory Of Constructivist Learning Theory969 Words   |  4 PagesConstructivist Learning theory is a theory that is based on observation and in a scientific study about how people learn. The theory is a philosophy that enhances the students’ logical and conceptual growth. The underlying concept within the constructivist learning theory is the role which experiences or connections witha the adjoining atmosphere that plays in the students’ education. So, the constructivist learning theory says that people construct their own understanding and knowledge of the worldRead More My Personal Philosophy of Education Essay1486 Words   |  6 PagesPhilosophy of Education My philosophy of education is almost wholly derived from my own experiences as a student. I have always had a love of learning, but have not exactly felt the same way about school, in part because I was bored with the classes and material. My teaching methods and views of learning reflect the idea I have of how I would have liked my teachers to teach. Major philosophical approaches: My interest in teaching stems from my belief thatRead MoreConstructivist Approaches to Acquiring Knowledge1100 Words   |  5 PagesThe process of learning and acquiring knowledge is a very interesting and complex task. The constructivist approach of learning was first expressed by Dewey (1936) in the early 20th century. Dewey has identified a progressive model based on philosophy Rousseau’s writing and on psychological knowledge. Piaget, J. (1973) study in early adolescent’s psychological development of discover, or reconstruct by rediscovery, Bruner’s (1973) theory of indicating learning as a social process which comprisedRead MoreThe Evolution of Second- and Foreign- Language Teaching1662 Words   |  7 PagesThe Evolution of Second- and Foreign- Language Teaching (The 19th and 20th Century and The New Era of Second Language Teaching) In his treatment of the historical developments in language pedagogy, Stern (1992) isolates three ways in which language pedagogy has aimed to renew and improve itself:1. Innovation through change in teaching methods; 2. Innovation through language-related sciences and research; 3. Technological innovation. During the nineteenth century, the Grammar-TranslationRead MoreTowards Constructivist Teaching And Learning909 Words   |  4 PagesTowards Constructivist Teaching and Learning Abstract Recent developments in South Australia have emphasised the importance of constructivism as a theoretical basis for curriculum development and implementation, and associated school reform, in government schools. This paper reports on some initial insights from a qualitative study investigating ways in which teachers who are committed to a constructivist philosophy construct teaching and learning. The study is a collaborative project betweenRead MoreDiverse Interaction Fosters Collaborative Learning834 Words   |  4 PagesDiverse Interaction Fosters Collaborative Learning Constructivism is an educational philosophy with many faces, however it primarily emphasizes on the social and cognitive abilities of the learner. A constructivist view on learning is where students share their experiences and knowledge in order to learn from another. Humans derive knowledge from previous knowledge, yet the teachers must conduct an environment that facilitates the learning process. It is a method of learning where the learner is

Appeal to Authority Argumentum ad Populum (Appeal to Numbers)

Fallacy Name:Argumentum ad Populum Alternate Names:Appeal to the PeopleAppeal to the MajorityAppeal to the GalleryAppeal to Popular PrejudcieAppeal to the MobAppeal to the MultitudeArgument from ConsensusArgumentum ad Numerum Category:Fallacies of Relevance Appeal to Authority Explanation This fallacy occurs any time the sheer numbers of people who agree to something is used as a reason to get you to agree to it and takes the general form: When most people agree on a claim about subject S, the claim is true (normally an unstated premise). Claim X is one which most people agree on. Therefore, X is true. This fallacy can take on the direct approach, where a speaker is addressing a crowd and makes a deliberate attempt to excite their emotions and passions in an attempt to get them to accept what he is saying. What we see here is the development of a sort of mob mentality people go along with what they hear because they experience others also going along with it. This is, obviously enough, a common tactic in political speeches. This fallacy can also take on an indirect approach, where the speaker is, or seems to be, addressing a single person while focusing on some relationship that individual has to larger groups or crowds. Examples and Discussion One common way this fallacy is used is known as the Bandwagon Argument. Here, the arguer explicitly relies upon peoples desire to fit in and be liked by others to get them to go along with the offered conclusion. Naturally, it is a common tactic in advertising: Our cleaner is preferred two-to-one over the next leading brand.The number one movie for three weeks in a row!This book has been on the New York Times bestseller list for 64 straight weeks.Over four million people have switched to our insurance company shouldnt you. In all of the above cases, you are being told that lots and lots of other people prefer some particular product. In example #2, you are even being told to what degree it is allegedly preferred over the nearest competitor. Example #5 makes an overt appeal to you to follow the crowd, and with the others this appeal is implied. We also find this argument used in religion: Hundreds of millions of people have been Christians, devoutly following it and even dying for it. How could that be possible if Christianity werent true? Once again, we find the argument that the number of people who accept a claim is a good basis for believing that claim. But we know now that such an appeal is fallacious hundreds of millions of people can be wrong. Even a Christian making the above argument must acknowledge that because at least that many people have devoutly followed other religions. The only time such an argument wont be fallacious is when the consensus is one of individual authorities and thus the argument meets the same basic standards required of the general Argument from Authority. For example, an argument about the nature of lung cancer based upon the published opinions of most cancer researchers would carry real weight and would not be fallacious like a reliance on irrelevant authority. Most of the time, however, this is not the case, thus rendering the argument fallacious. At best, it might serve as a minor, supplemental feature in an argument, but it cannot serve as a substitute for real facts and data. Another common method is called the Appeal to Vanity. In this, some product or idea is associated with a person or group admired by others. The goal is to get people to adopt the product or idea because they, too, want to be like that person or group. This is common in advertising, but it can also be found in politics: The most successful business people in the country read the Wall Street Journal shouldnt you read it, too?Some of the biggest stars in Hollywood support the cause of reducing pollution dont you want to help us as well? The third form that this indirect approach takes is call an Appeal to the Elite. Many people want to be thought of as elite in some fashion, be it in terms of what they know, whom they know, or what they have. When an argument appeals to this desire, it amounts to an Appeal to the Elite, also known as Snob Appeal. This is often used in advertising when a company tries to get you to buy something based upon the idea that the product or service is that used by some particular and elite segment of society. The implication is that, if you also use it, then perhaps you can consider yourself part of that same class: The wealthiest citizens of the city have eaten at The Ritz for over 50 years. Why havent you given us a try?The Bentley is a car for those with discriminating tastes. If you are one of the select few who can appreciate such a vehicle, you will never regret your decision to own one.

Puja Religion and Deity Free Essays

Puja which literally means worship is performed before the deities’ images by both priests and laypeople in temples and homes throughout India. Puja in a large temple, especially in the blackness enveloping the innermost shrines, has a powerful sensual impact, often amplified by the press of a large crowd of devotees in a hot, confined space (Fuller, 57). The image in front of which puja is carried out can be natural like a tree, plant, rock or can be manmade such as constructed out of concrete, wood, brass etc. We will write a custom essay sample on Puja: Religion and Deity or any similar topic only for you Order Now Frequently picture of deity also substitute the image of particular deity (Fuller, 59). Worship is addressed to a deity whose powers are considered to be in an image and also to a deity as an image (Fuller, 61). It is quiet arguable that how these sources describe images or artefacts as the deity and how they play an important role in the worship process? Hindus perform puja in broad range of settings. In temples, where priests are usually responsible for performing it before the images or artefacts of deities, puja should be carried out regularly (Fuller, 62).Besides temples, puja is performed in many other institutions, such as monasteries, as well as in Hindu homes, normally at the household shrine where images or pictures of deities are kept. Worship at home is done regularly, daily or perhaps weekly. In puja image or artefact of deity is offered a meal, fruit, flowers, and entertained by music, singing and dancing; incense is wafted over it and decorated lamps are waved before it. Naturally, puja can also vary enormously in its elaborateness and correspondingly with the quantities of time and money spent on it (Fuller, 63).According to Shaiva ritual texts known as the Agamas, â€Å"only Shiva can worship Shiva. †Plainly, the formula that the only perfect worship is the one performed by the god for himself, but here on earth it is commonly taken to mean that priest must become, at one level, Shiva himself. In general terms, the same applies to anyone identified as divine, whether it is someone possessed by a village goddess, or a holy man widely revered as a living god.In all these cases, to identify a person as a form of a deity also implies that person is an â€Å"image† of deity (Fuller, 61). Acquiring status same as God by human is highly questionable. God has strength which cannot be attained by a mere human being. When it says priest possesses the power of Shiva does that mean that the priest possesses the ability of destructing the whole world? It is certainly not clear which deity’s power are in that â€Å"human† image of deity.As a conclusion, assuming that deity images or artefacts have powers of god is clear superstition. The deity images only serve the purpose of identification for certain deity. Image worship has been increasingly criticized by reformist Hindu intellectuals as a superstitious deviation from the true, original religion of the Vedas, which only marginally refer to the ritual use of images (Fuller, 62). Participating of puja expresses the relationship between the deity and their devotees.Gods and Goddesses do not actually need offerings and servings (given to their imager or artefacts) because they are never dirty, ugly, hungry or unable to see the world. The purpose of worship should be to honour the deities and show devotion by serving them (Fuller, 70). This way human can achieve true love and respect towards the deities.Work Cited 1. Fuller, C. J. The Camphor Flame : Popular Hinduism and Society in India. Princeton University Press: 2004. Page 57-70 How to cite Puja: Religion and Deity, Papers

Death Of A Salesmsan Essay Example For Students

Death Of A Salesmsan Essay A large controversy that revolves around the play â€Å"Death of a Salesman† is whether or not Willy Loman was actually a hero or a villain in the story. It certainly cannot be said that he is really one or the other because of the evidence that is given throughout. At some times he seems the pitiful victim of other people’s actions but at others he seems to have only himself to blame. Most don’t know whether to feel sorry for him or to hate him. Although there seems to be evidence to support both ideas, there seems to be more pointing in the direction of the latter. Willy’s first fault concentrates around the affair that he had. Maybe when it first started he had only intended it to be a business relationship, but it didn’t end up that way. Somewhere along the line he let it go further and then didn’t break it off. Many things came of that one affair, that only he caused. First, is the fact that his son, Biff, caught him doing it, and was basically scarred for life from it. It was Willy’s fault that Biff didn’t attend summer school and, as a result, didn’t graduate from high school. Second, is the fact that he was cheating on his wife, therefore being dishonest with her. Along with that, was how he treated her all the time at home, almost like she was incredibly inferior to him. Part of it had to do with the fact that he was having an affair, which made him ashamed, the other part was sheer ignorance. He felt that he couldn’t face her because of what he was doing behind her back. The affair that he created was a large part of why Willy could not possibly be thought of as a hero. The second reason why Willy Loman cannot be considered a hero was that he basically encouraged lying. He set the example by doing it himself and also by coming right out and telling his boys that sometimes it was okay to. Willy lied to his wife about the affair, never actually saying that he wasn’t having one, but never telling her that he was. He also lied to his whole family about his business. He bragged constantly about all of the people he knew and the contacts that he had made throughout the years, as a salesman. When actually, he wasn’t a great salesman and had no contacts anywhere. Willy’s habitual lying to his family was another one of his major faults. Any man who lies to his family and cheats on his wife can certainly not be considered a hero. Villain may be a strong word but, it fits Willy Loman much better that hero. He seemed like he want to do right by his family but he never seemed to do it, always falling short somehow, mostly through no one’s fault but his own.