Constructivist Curriculum Framework for Maths and Science

Constructivist Curriculum Framework for Maths and Science Through investigating his world, a child uses natural curiosity to formulate theories and construct knowledge. Incorporating big ideas into the curriculum, teachers can engage children as they develop a deeper understanding of concepts that are related (Chaillà ¨ Davis, 2016). Further supporting childrens learning, assessments are crucial in formulating instruction, and understanding what a child knows and can do. A culmination of the aforementioned strategies will be discussed, in relation to the constructivist learning theory. Constructivism Theory Constructivism learning theory is a philosophy which enhances students rational and conceptual growth. The basic premise within constructivism, is the function experiences, or connections, play in a childs learning. In an attempt to understand his world, a child reflects on his experiences to build new knowledge (Chaillà ¨ Davis, 2016). A child is an active participant in creating knowledge. When he encounters something new, he reconciles it with previous ideas, abandons irrelevant information, and generates new knowledge. Constructivism does not dismiss the crucial role teachers play in facilitating learning. Teachers are instrumental in creating the learning environment, as well as opportunities for theory-building through utilizing big ideas (Chaillà ¨ Davis, 2016). Through the guidance of an expert, a child is encouraged to learn at a higher level. Theory-Building in Young Children The constructivists approach views children with a natural desire to understand his or her world. To comprehend, a child develops theories, explores the theories, and constructs new knowledge based on the results and what he already knows While teaching a unit on animals, students became particularly interested in penguins, and why they have wings but do not fly. The teacher decides to allow the children to further explore penguins as part of a research unit. The children discover that penguins use their wings to swim, and are excellent swimmers. This discovery prompted some students to develop a theory that all animals with wings are good swimmers. The teacher schedules a tour to the local zoo to observe several winged animals; some of which who swim, and some who do not. During the visit, students had several questions about specific animals, and began to understand that not all animals who have wings can swim. The children initially believed all animals with wings can fly. After l earning that penguins have wings, but use them to swim, the students understood that not all animals with wings can fly. They then adjust their thinking again to believe all animals with wings can swim. Through this process of theory-building, the students constructed new knowledge about winged animals. Big Ideas in Instruction Building on topics that interest children, big ideas provide structure that promote further learning (Chaillà ¨ Davis, 2016). Utilizing big ideas, children develop a curiosity about concepts, and are better able to make sense of otherwise isolated facts. Learning concepts that are connected to an overarching idea, support more comprehensive understanding (Chaillà ¨ Davis, 2016). A big idea that can be used in the early childhood classroom, is the big idea relationships. Engaging students through the study of community helpers, and how they can help them, could encompass various areas of the curriculum. Music can be incorporated as songs are sung about various community helper jobs. Exploring community helper vehicles, students would have the opportunity to sort small toy vehicles according to characteristics, or finger paint a picture of the vehicles. These activities promote fine motor skills. An art component can also be integrated, as children draw, or finger paint pictures of the vehicle that are used to help the community. Playing various helpers jobs, could create opportunities for children to explore and discover how various tools are used to perform the jobs. This can also invite discussion about the exchange of goods or services. Through play, children will interact with each other and the environment, developing interest in the big ideas that frame them (Chaillà ¨ Davis, 2016). Music and movement can be incorporated as children sing songs about the helpers, and pretend to do each job. Assessing Math and Science Assessments should support a childs learning of math and science concepts. Appropriate assessment methods are vital to evaluating what a child has learned, and forming future instruction. When assessing young childrens conceptual development in math and science, educators must consider the course of development for each child, as well as his or her culture and background (Chaillà ¨ Davis, 2016). Evaluation of the skills learned by young children must rely upon practices that fit expected learning skills and behavior for their stage, and adjust as appropriate to support growth and development. Posing specific open-ended questions, assessments should be conducted in various settings, including whole group, and one on one situations to acquire an actual picture of the childs comprehension of concepts (Chaillà ¨ Davis, 2016). Assessment Guides Instruction The overall objective of assessments, is to assist teachers in making appropriate instructional decisions regarding how to best teach children. Each childs learning should be assessed as part of an ongoing cycle of planning, documenting, and evaluation. Following, or during instruction, an assessment is conducted and analyzed to formulate decisions to re-teach, offer further support, or proceed with the current plan (Chaillà ¨ Davis, 2016). Assessment Documentation Documentation includes, gathering and analyzing information about childrens knowledge and is vital to the process of assessing childrens learning. Through various types of documentation, evidence of a childs though process is preserved to support the teachers analysis (Chaillà ¨ Davis, 2016). Two forms of documentation that support assessments are, recording comments of children as they work and, compiling a book of childrens illustrations (Chaillà ¨ Davis, 2016). Recording children, and their conversation while working, provides significant information regarding the learning and thought process. As children are encouraged to make representations of their learning, and provided with the tools necessary, they can represent their understanding of a concept (Chaillà ¨ Davis, 2016). The finished product can be compiled into a class book and serve as documentation of their learning. Both methods are useful when discussing progress with the child, or with families. Interviewing for Assessment Consisting of four main parts, the flexible interview allows the child to manipulate materials as he or she explains their thought process (Chaillà ¨ Davis, 2016). This method gives the teacher insight into the childs thinking Conducting an interview is an effective tool to assess childrens understanding of math and science concepts. Interviewing gathers valuable information that will aid the teacher in understanding the childs thinking, and plan effective lessons that meet the needs of each child (Chaillà ¨ Davis, 2016). Conclusion The constructivist approach focuses on a child constructing learning based on his experiences. Because of his desire to comprehend the world, a child will build and apply theories to develop understanding, resulting in the formation of new learning. The teacher can aid children in learning at a higher level, by implementing big ideas in the curriculum. Assessments are also instrumental in promoting a childs learning. Assessments in math and science can inform a teacher about what the child knows and can do. In the absence of assessments, teaching would be comprised of lessons and activities that move forward, whether they make sense, or a child understands or not. Through assessment, and documentation, instruction is formulated to meet the needs of all children. References Chaillà ©, C., Davis, S. M. (2016). Integrating math and science in early childhood classrooms through big ideas: A constructivist approach. Upper Saddle River, NJ: Pearson Education, Inc. Through investigating his world, a child uses natural curiosity to formulate theories and construct knowledge. Incorporating big ideas into the curriculum, teachers can engage children as they develop a deeper understanding of concepts that are related (Chaillà ¨ Davis, 2016). Further supporting childrens learning, assessments are crucial in formulating instruction, and understanding what a child knows and can do. A culmination of the aforementioned strategies will be discussed, in relation to the constructivist learning theory. Constructivism Theory Constructivism learning theory is a philosophy which enhances students rational and conceptual growth. The basic premise within constructivism, is the function experiences, or connections, play in a childs learning. In an attempt to understand his world, a child reflects on his experiences to build new knowledge (Chaillà ¨ Davis, 2016). A child is an active participant in creating knowledge. When he encounters something new, he reconciles it with previous ideas, abandons irrelevant information, and generates new knowledge. Constructivism does not dismiss the crucial role teachers play in facilitating learning. Teachers are instrumental in creating the learning environment, as well as opportunities for theory-building through utilizing big ideas (Chaillà ¨ Davis, 2016). Through the guidance of an expert, a child is encouraged to learn at a higher level. Theory-Building in Young Children The constructivists approach views children with a natural desire to understand his or her world. To comprehend, a child develops theories, explores the theories, and constructs new knowledge based on the results and what he already knows While teaching a unit on animals, students became particularly interested in penguins, and why they have wings but do not fly. The teacher decides to allow the children to further explore penguins as part of a research unit. The children discover that penguins use their wings to swim, and are excellent swimmers. This discovery prompted some students to develop a theory that all animals with wings are good swimmers. The teacher schedules a tour to the local zoo to observe several winged animals; some of which who swim, and some who do not. During the visit, students had several questions about specific animals, and began to understand that not all animals who have wings can swim. The children initially believed all animals with wings can fly. After l earning that penguins have wings, but use them to swim, the students understood that not all animals with wings can fly. They then adjust their thinking again to believe all animals with wings can swim. Through this process of theory-building, the students constructed new knowledge about winged animals. Big Ideas in Instruction Building on topics that interest children, big ideas provide structure that promote further learning (Chaillà ¨ Davis, 2016). Utilizing big ideas, children develop a curiosity about concepts, and are better able to make sense of otherwise isolated facts. Learning concepts that are connected to an overarching idea, support more comprehensive understanding (Chaillà ¨ Davis, 2016). A big idea that can be used in the early childhood classroom, is the big idea relationships. Engaging students through the study of community helpers, and how they can help them, could encompass various areas of the curriculum. Music can be incorporated as songs are sung about various community helper jobs. Exploring community helper vehicles, students would have the opportunity to sort small toy vehicles according to characteristics, or finger paint a picture of the vehicles. These activities promote fine motor skills. An art component can also be integrated, as children draw, or finger paint pictures of the vehicle that are used to help the community. Playing various helpers jobs, could create opportunities for children to explore and discover how various tools are used to perform the jobs. This can also invite discussion about the exchange of goods or services. Through play, children will interact with each other and the environment, developing interest in the big ideas that frame them (Chaillà ¨ Davis, 2016). Music and movement can be incorporated as children sing songs about the helpers, and pretend to do each job. Assessing Math and Science Assessments should support a childs learning of math and science concepts. Appropriate assessment methods are vital to evaluating what a child has learned, and forming future instruction. When assessing young childrens conceptual development in math and science, educators must consider the course of development for each child, as well as his or her culture and background (Chaillà ¨ Davis, 2016). Evaluation of the skills learned by young children must rely upon practices that fit expected learning skills and behavior for their stage, and adjust as appropriate to support growth and development. Posing specific open-ended questions, assessments should be conducted in various settings, including whole group, and one on one situations to acquire an actual picture of the childs comprehension of concepts (Chaillà ¨ Davis, 2016). Assessment Guides Instruction The overall objective of assessments, is to assist teachers in making appropriate instructional decisions regarding how to best teach children. Each childs learning should be assessed as part of an ongoing cycle of planning, documenting, and evaluation. Following, or during instruction, an assessment is conducted and analyzed to formulate decisions to re-teach, offer further support, or proceed with the current plan (Chaillà ¨ Davis, 2016). Assessment Documentation Documentation includes, gathering and analyzing information about childrens knowledge and is vital to the process of assessing childrens learning. Through various types of documentation, evidence of a childs though process is preserved to support the teachers analysis (Chaillà ¨ Davis, 2016). Two forms of documentation that support assessments are, recording comments of children as they work and, compiling a book of childrens illustrations (Chaillà ¨ Davis, 2016). Recording children, and their conversation while working, provides significant information regarding the learning and thought process. As children are encouraged to make representations of their learning, and provided with the tools necessary, they can represent their understanding of a concept (Chaillà ¨ Davis, 2016). The finished product can be compiled into a class book and serve as documentation of their learning. Both methods are useful when discussing progress with the child, or with families. Interviewing for Assessment Consisting of four main parts, the flexible interview allows the child to manipulate materials as he or she explains their thought process (Chaillà ¨ Davis, 2016). This method gives the teacher insight into the childs thinking Conducting an interview is an effective tool to assess childrens understanding of math and science concepts. Interviewing gathers valuable information that will aid the teacher in understanding the childs thinking, and plan effective lessons that meet the needs of each child (Chaillà ¨ Davis, 2016). Conclusion The constructivist approach focuses on a child constructing learning based on his experiences. Because of his desire to comprehend the world, a child will build and apply theories to develop understanding, resulting in the formation of new learning. The teacher can aid children in learning at a higher level, by implementing big ideas in the curriculum. Assessments are also instrumental in promoting a childs learning. Assessments in math and science can inform a teacher about what the child knows and can do. In the absence of assessments, teaching would be comprised of lessons and activities that move forward, whether they make sense, or a child understands or not. Through assessment, and documentation, instruction is formulated to meet the needs of all children. References Chaillà ©, C., Davis, S. M. (2016). Integrating math and science in early childhood classrooms through big ideas: A constructivist approach. Upper Saddle River, NJ: Pearson Education, Inc.

Maltese Falcon

The Maltese Falcon by Dashiell Hammett is a thrilling movie full of twists and turns and deceits. Each character wants the Maltese falcon for the rewards it will bring. Almost everyone is a villain in some way or another. I will start with Sam Spade. He is the hero of the story, but I would say he is more of an anti-hero. He plays by his own rules. He is tough and a bit hard-nosed. He doesn't seem to be upset that his partner is dead. I feel that he knew Brigid killed his partner from day one, but for some reason he didn't let on until the end.Knowing this he still put up with her lies and melodrama. He obviously isn't a man of scruples as he was having an affair with his partner's wife. At the end I wonder did he love Brigid as he claims or was he just playing with her? I'm also left wondering was he redeeming his character by turning Brigid over to the police or was he saving his own skin? I like his character but I'm not entirely sure about his motives at all points in the movie.I 'm not sure how much I would trust him. Dashiell Hammett has constructed Sam Spade in a way so the protagonist has become a feature of the book, rather than merely a medium for the transfer of clue and information in this novel. The reader is given the chance to venture in Spades mind and inner thoughts, Hammett cleverly allows Spade to expression his values, fears and opinions to the respondent and in turn allowing them to associate, trust and relate to him.In bringing the reader closer to the protagonist Hammett has subliminally lured the reader closer to the crime, the suspects and the victims and ultimately dragged them deeper into the noir world in which Sam Spade resides. Sam Spade, the detective-protagonist is aware that his best efforts are ultimately futile, to the extent that the corrupt urban environment will inevitably undercut and outlast his heroic attempts to see justice done, this sense of Spade wanting to achieve greater justice implies to the reader that Spade is e ssentially good and is resistant to the hostile world which he had devoted his life to combating.Raymond Chandler labels Hammetts character of Spade as a â€Å"cynical, tough individual who maintains his code of honour in a world tarnished by deception and betrayal at all levels of society† In â€Å"The Maltese Falcon† Spade is described as the â€Å"blond Satan. † Whilst his objective and inner good is clear to the readers, other characters struggle to see Spade in his true light, and describe him as a â€Å"wild and unpredictable†¦

Argumentative Essay Topics for 6th Grade - the Conspiracy

Argumentative Essay Topics for 6th Grade - the Conspiracy There need to get set rules on what you could do while using your smartphone. Unit Components The unit components are broken into separate PDF files for simplicity of use. The five-paragraph format is generally used in sixth grade. A traditional format for compositions is the five-paragraph essay it isn't the only format for writing an essay, clearly, but it's a practical model for you to keep in. It builds responsibility and provides kids an opportunity to practice. Pets should be permitted in school. Daily writing prompts are among the absolute most helpful techniques to help kids learn to express themselves and that their ideas and ideas matter. Now write to spell out which holiday you prefer. A Startling Fact about Argumentative Essay Topics for 6th Grade Uncovered You may continue to keep your argumentative essays for your upcoming job portfolio in case they're highly graded. The reader needs to be impressed by how you defend your ideas. Preferably, it ought to be something which you're an expert in. Even if you're a specialist in a particular field, don't be afraid to use and cite external sources. What's Actually Happening with Argumentative Essay Topics for 6th Grade To begin with, you must select a topic, do the research, then choose a stance. If you get to select your own topic, that's fantastic. Choosing topics is an individual skill that you ought to learn and practice at school, so quit procrastinating and stick to the simple tips below to be able to produce fresh ideas and make a great topic to work on. Otherwise, you've got to consider about choosing another topic. The question we're attempting to cover within this essay is whether students ought to be permitted to use intelligent phones in their schools. What's more, homework teaches children personal responsibility that could be of excellent use for their upcoming life. You will be assigned a topic, or your profes sor will permit you to select your own. Another reason is to observe how well students argue on distinct views and demonstrate understanding of the studied subject. Gossip, Lies and Argumentative Essay Topics for 6th Grade The debut of each written work ought to have a very clear thesis statement or argument. The previous sentence ought to be persuasive to the major point and ought to demonstrate that the essay is coming to a conclusion. The past few sentences ought to be extremely clear and have a long-lasting image on your audience. The very first sentence of each paragraph should play off the previous sentence of the preceding paragraph to provide a smooth transition. This way your argument is certain to come out on top once it comes down to convincing your readers your viewpoint is the correct viewpoint to take. For instance, you ought to keep the readers in mind as you select arguments to strengthen your position. You should consistently stay on a single side of the argument. You should first decide on a good topic with an argument, credible information to back up your viewpoint, a good stance on your side, and a great counter-argument that will help you sound less biased. Top Argumentative Essay Topics for 6th Grade Choices Recent argumentative essay topics that are related to society is going to do. Writing argumentative essays requires a great deal of time to finish, especially when you don't have an assigned topic. Writing an argumentative essay can occasionally be confusing since you don't necessarily understand how to compose a convincing argument. Writing a persuasive, argumentative essay can be challenging, and at times it can fi nd a little confusing. If you're an expert English language arts teacher, you most likely already have a system for teaching this skill which you like. Not just that but students will be in a position to access their online courses and be in a position to follow along with the lecture through powerpoints. Many teachers will supply you with books, websites, and documents that you may use for your essay. Argumentative Essay Topics for 6th Grade Secrets There's, clearly, a limit on the range of pages even our very best writers can produce with a pressing deadline, but generally, we can satisfy all the clients seeking urgent assistance. It is possible to also find several discounts on our site which will help you to save some more money for future orders or anything you want to spend them on. Our customer support will gladly tell you whether there are any special offers at the present time, together with make sure you are getting the very best service our company may deliver. Directions for Writing Think about the significance of experiencing a mobile phone. The Awful Side of Argumentative Essay Topics for 6th Grade Others would say you should keep gym class in the GPA calculation because it's a subject and it needs to be measured. GPA is a crucial calculation in regards to determining how well a student is performing. GPA is a rather important facet of school life, and can even determine what sort of colleges your child gets into. GPA is supposed to be a means to measure whether a student is performing well in their classes, but the gym isn't a subject that should be measured.

Protest Poetry And Indigenous Rights Movement - 1983 Words

Protest Poetry and Indigenous Rights Movement Protest poetry is any form of poetry which has, as one of its main functions, the objective of finding fault with some existing current event or circumstance. This kind of poetry often focuses on the misdeeds performed by a government upon its people. It can also be a reaction to some overriding societal ill, like war or racism. The most effective forms of protest poetry combine the qualities that make up any great poem with a genuine passion about the subject. Protest poems can stimulate a reader s interest and empathy, and sometimes spur him or her into action. Protest poetry focus on values and ideas for example the gay rights in Australia people are fighting to get there thoughts out so†¦show more content†¦Jack Davis was protesting so the indigenous could become an Australia citizen, in 1965 the indigenous was agreed to be Australian citizen so this meant they could go to a hotel and pubs. In 1967 Jack become the director of aboriginal advanced cancels.Biographical inf ormation.Jack Davis, was an Aboriginal Australia poet and playwright, Jack was born March 11 1917 in Yarloop around 124.5 km away from Perth, he died March 17 2000 in Fremantle. Jack was one of a family of 11 raised by his parents William and Alice. Jacks dad was a very good sportsman, he played cricket for his country district and he also played football for West Perth. His dad was a timber worker on a low wage struggling to raise his family. When Jack was 4 his dad died in tragic accident where a bull gored and his neck snapped. Shortly after this accident Jack Davis was sent to Moore River native settlement where jack stayed there for 9 months with other indigenous children these kids are taken from their parents to get better educations in the European ways. In 1930 Jack and most of his brother came to Perth looking for work, while his 5 sister stayed at home looking after the Brookton property and their mother. When Jack was in Perth he found himself in jail for protesting agai nst a curfew imposed on the indigenous. Jack worked as a horse breaker, boundary rider, drove and head stockman, was a teacher at Sunday school and also was lay perching, when Jack returned to Brookton he signed up