Constructivismo – Resumen
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Constructivismo – Resumen

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  • Apuntes
  • Revisión por tema
    Maria B.
    PA
    Maria B.

    I think that teachers should always apply the Bloom's taxonomy method beacuse it's critical to understand how people learn and it helps teachers to develop thinking skills in their students.

    Mike L.
    GB
    Mike L.

    Could construtivism both psychological and social be applied to learners of all age groups or does one or the other suit particular ages?

    Mustapha K.
    NG
    Mustapha K.

    Basically, it is essential we take into consideration the level of students' experience and the range of their interaction with others within and outside the learning enviroment. Both the two constructivism theories would prove more useful if they are modified to supplements each other

    Mohammed Abdulaziz A.
    YE
    Mohammed Abdulaziz A.

    Helpful topic

    Candy K.
    UG
    Candy K.

    Bloom's taxonomy of learning is very helpful because it helps teachers 'stretch' learners to that level of being reflective learners. I have benefited from it as a teacher.

    Elizabeth L.
    GB
    Elizabeth L.

    How to we best serve learning skills when generalising both theories?

    Elizabeth L.
    GB
    Elizabeth L.

    is 'consideration' and then 'best application' the most effective practice when regarding Bloom's taxonomy? How would 'best outcome' be considered?

    Ghadeer E.
    SA
    Ghadeer E.

    The primary purpose of this synthesis is to unpack the ‘black box’ between the professional learning opportunities and teacher outcomes (Figure 2.1) that impact positively on student outcomes. What are the qualities of the professional learning opportunities that lead teachers to interpret and utilise the available understandings and skills in ways that lead to positive student outcomes? This task required an approach different from that of a traditional literature review or meta-analysis. The starting point was similar to a meta-analysis in that we began by identifying empirical studies of professional learning and development with documented student outcomes. We had to go beyond a meta-analysis, however, because such an approach was unlikely to identify how and why teachers interpreted and utilised the available understandings in particular ways. In an attempt to answer these ‘How?’ and ‘Why?’ questions, we drew on both the theoretical and the empirical literatures related to professional learning and development. This approach was close to that of a realist synthesis, described most succinctly by Pawson (2002)1, and consisted of identifying the underlying resources offered participants by different programmes and activities and determining what worked or did not work in a given context.

    Cindy G.
    US
    Cindy G.

    We as teachers must start the students learning from where they are, to where they need to be, not from where we think they should be to where they need to be. By building upon or through scaffolding the students foundation becomes larger and they have more to refer too. Through a coaching or close proximity setting the students can be coached or directed through their learning process. Blooms Taxonomy was updated in 2001 to remember, understand, apply, analyze, evaluate, and create as the highest level of learning.

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