Chapter 10 - Borrowing Arts

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Florida International University *

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3273

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Arts Humanities

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Dec 6, 2023

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docx

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For each teacher, describe how she applied the constructivist approach in her classroom. Be sure to refer to information gained from reading the article, “Constructivism as a Paradigm for Teaching and Learning." Penny Suazo, a fourth and fifth grade teacher with a complex class applies the constructivist approach in many ways. In the video, she mentions she does not use worksheets in the classroom, she allows her students to move around, construct, feel, and experience. Her class is studying the states in the United States. Each child has a state in which they have the shape of their state on a folder. They were instructed to create a collage inside their state, they then choose pictures from magazines and were gluing them on. By doing this, the students are applying what they already know about each state for their report and putting it all together by also steering away from your standard worksheets. Next, Ms. Suazo involves rhythm and movement when practicing spelling and vocabulary words- this also goes along with the constructivist theory. Here she has the children singing and clapping along to their words for the week, every day for 5-10 minutes. She stated in the video that since she began doing this, the students in her class were averaging between 85%-90% in their weekly spelling tests. Monica Dermis, a third grade teacher focuses on the concept of cause and effect by acting out skits. First, she began by acting out how she fell. She did not verbally say anything to the students while doing so. She was walking, tripped over the chair, and fell. She then asked her students what had happened to her. The students answered that she fell, and then she proceeded with asking them why she fell, in which they answered that she wasn’t looking. By doing this she explains the cause and effect. After this, she put children in groups and gave them skits, she let them know that they were first going to identify the cause and effect in each skit and then they would be able to practice their acting, without using words. This is a perfect example of the constructivist approach as the children are moving, acting, and using real life experiences. Hazel Lucas, a fifth grade social studies teacher that using the constructivist approach by allowing students to reflect on their histories and share things that are important to them in an artistic way. The students learned the meaning of their name, the city they born in, the time they were born, and then they also had the opportunity to interview a family member. The activity in the classroom was to create a history quilt, in which they brought a few items that were important to them. Students brought in pictures of pets, favorite athletes, and things they like to do. Ms. Lucas

mentions in her video that teachers need to circle in on all of their students and give them all the opportunity for success. In this activity, students are given the opportunity to express themselves with items that represent them, they are bringing in their real world experiences into the activity which supports the constructivist approach. Describe two examples of how constructivist approaches can be used in the early childhood classroom. An example of the constructivist theory in an early childhood education classroom is allowing children to mix paint colors to see what the colors turn in too. For example, showing children the 2 different colors of yellow and red. Asking them, what they think may happen if they mix them. Then allowing the children to mix them, for them to see that it then makes orange. Another example of the constructivist approach is having the children prepare a snack for themselves and their classmates. Here children can learn about different foods or how to peel an orange. Think back to your own experiences as a young student. Describe ways in which your teachers incorporated the arts into your learning experiences. An experience I remember vividly was when I was in the 3rd grade and really needed to learn my multiplication tables. My teacher, at the time, had us do so many things. For instance, we sang songs and the students made “beats”. And she also allowed the class to collectively show how multiplication worked. The students then showed her that we can only do that for multiples of 2 until 22. When I learned this concept, I quickly understood exactly how multiplication worked.

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