Kahoot is a website that students can enjoy learning. Based on off my personal experience with using Kahoot and research about Kahoot, I think quizzing my students on a lesson through Kahoot is great. I can keep the students attention and track their progress to see how each student is doing individually. Plus, Kahoot is easy to access and can be used in all grade levels.
Through Kahoot, I will create a quiz that will test my students on vocabulary words. Throughout the quiz the students will be asked to define words, unscramble words, and also fill in the blank questions. The words that will be on the quiz our vocabulary words for third graders. I found a list of vocabulary words from Ithan Elementary School website. The purpose of this quiz
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Constructivism learning is knowledge that has been developed from prior experience and the quiz is to help the students be aware of what they need to know. Behaviorism learning is rewarding or punishing someone for their actions. By using Kahoot, I can look at how well each student is performing individually and reward them.
Using Kahoot helps promote students to learn how to answer questions in a timely manner. Kahoot promotes constructivism learning theory because “students can learn online and create quizzes and interact with each other” (Katyshev). I personally believe that constructivism learning theory is a great way to teach because the students are able to learn from each other. It is also typically used by teachers that have a lot of experience and I understand why.
Students have a lot of energy and they all have different personalities, and sometimes they do not all mix well. So, as a teacher you have to know how to arrange your students for them to have a good learning environment and that means that educators have to promote student and teacher teaching methods. Constructivism learning gives each student the opportunity to voice their ideas to help others. Kahoot gives the students the opportunity to see who may have a better understanding of the course content and can be able to ask them for help. Another great thing about Kahoot is that the students can access it
‘Kokoda was Australia’s most successful and significant military campaign and should be commemorated.’ By: Vansh Shah 10C Kokoda should be commemorated since it was both successful and significant. Firstly, it was successful many ways because the combination of the 2 battalion and the AIF successfully defended Australia and Port Moresby from being used a military significance for the Japanese making it both significant and successful military campaign.
During World War 2, Kahoʻolawe was used as a training ground and bombing range by the Army. After decades of protests, the U.S Navy ended live-fire training exercises on Kahoʻolawe in 1990, and the whole island was transferred to the jurisdiction of the State of Hawaii in 1994. The KIRC(Kaho’olawe Island Reserve Commission) is now taking care of Kaho’olawe and its island.Sometime around the year 1000, Kahoʻolawe was settled by Polynesians, and small, temporary fishing communities were established along the coast. While it is not known how many people inhabited Kahoʻolawe, the lack of freshwater, probably limited the population to a few hundred people. Also, Kahoʻolawe became a men's penal colony sometime around 1830. Food and water were scarce,
The ancient kingdom of Kush was a civilization of vast and advanced cultures and governments that lasted for approximately 1500 years. Throughout those years, the ancient Kush has developed and maintained various distinct features in order to control and adapt to its way of life. But to set ancient Kush’s records straight, we need to closely observe how they developed as an independent kingdom and their main features.
Constructivist teaching. Muijs and Reynolds (2005) interpreted that the principles of constructivist teaching consider all learners construct knowledge for themselves, rather than absorbing knowledge directly from the teacher. This means that every pupil will learn something slightly differently from a particular lesson given. The assumption that pupils are active knowledge constructers has several consequences. For examples, the learners need to be active in order to construct knowledge or to learn effectively, teaching is about helping children construct their own meaning rather than training them to get the right answer without the actual understanding of the concept, and pupils learn best when new lessons are clearly related to what they already know,
Zen, also known as Ch’an Buddhism in China, is a school of Mahayana Buddhism that was established in China about 1500 years ago. Zen is a form of religious practice of mainly concentrating the mind to a single point in which then results in self-realization and/or enlightenment. Zen philosophy is interpreted that all humans are capable of reaching enlightenment, which is generally blocked by ignorance. The idea emphasizes enlightened masters over forms of scriptures, and is the least “academic” of all the Buddhist schools.
This course gave me the opportunity to rediscover and learn and understand my learning style and strategies. It provided me with a better understanding of the different learning styles and theories. What I found surprising was the fact that as an instructional designer you can increase the motivation level in the learner. Instruction designers can achieve learning environments and stimulate and sustain motivation, even though they cannot control it. The learner is the one responsible for their motivation, but it is clear that the environment can have a strong impact on both the direction and intensity of a person’s motivation. Furthermore, constructivism and social learning theories are very enlightening. The information of learning constructivist theories brings an understanding of the circumstance in which learning occurs and the social contexts that learners bring to the learning environment. The learning theories give a good foundation on the academic level and developments in the motivational research area, and the ARCS Model makes it possible to apply it to the online learning environment. I was also surprised to learn that I am also a social learner. I am a very private person and didn’t consider myself a social learner, however, I have learned that I enjoy more socializing in an online platform than in the classroom or a face-to-face contact. I also learned that I use
• A criticism could be that it tests communication, understanding, and capacity to think quickly under pressure.
Constructivism is learning through experiences in our environment. Using this method we are essentially teaching ourselves through occurrences in our environment. This method of learning is demonstrated In a early childhood classroom by teachers providing guided opportunities that allow for children to explore their environment in various ways. At the end of these activities the teacher typically initiates a class discussion on the information learning through an activity. An example of an activity you may see in a classroom could be a scavenger hunt where the students find an object to match every color; this could take place inside or
The benefits of constructivism for teachers and learners, in an ideal setting include focusing on students allowing students the time and opportunity to investigate big ideas, and along the way helping them to understand concepts and skills, rather than just memorizing and regurgitating facts or ideas. Constructivism engages students’ natural curiosities to help them find answers to the questions inherent in their minds (Constructivism). Intrinsic motivation would be expected to be high when students are provided the freedom to choose their course of learning and given the time to investigate until questions are answered.
Constructivism in the classroom usually means students are engaged in activities like experiments, or real-world problem solving to increase knowledge, followed by a reflection of how their understanding of the concept has changed (Brooks, Ed.D, n.d.). Cognitivism methods of instruction are commonly integrated with the levels found in Bloom’s Taxonomy: knowledge, comprehension, application, analysis, synthesis and evaluation (Bloom, 1956). The instructor must understand the prerequisite knowledge possessed by the student, and the student is encouraged to use appropriate strategies to help make the learning meaningful.
Constructivist Learning Theory exists under the focus of cognitive learning and has substructures of the concepts of self- efficacy, self- regulation, and metacognition as it defines how adults learn (Billings & Halstead, 2012, p. 211). Billings & Halstead (2012) explains that learning is considered a transformation in a person from personal experience. It is a continued process that encompasses understanding, clarifying, and applying meanings of knowledge that is developed. The learning theory, constructivism embraces that learning is a development. A learner constructs new knowledge by building on existing information through a process
Constructivism is a coherent theory of learning that emerged as a prevailing paradigm in the last part of the twentieth century. Constructivism is a theory which brings cogitation to pedagogy (Bruner, 1966). Constructivism capitalizes on the ways in which human beings create their own personal construct of reality by understanding and experiencing the world. The main underlying assumption of constructivism is that individuals are actively involved right from the birth in constructing personal meaning.
Social constructivism’s origins are largely attributed to Lev Vygotsky (1978). Vygotsky believed that social constructivism is the idea that learning occurs when people are socially active; in other words, learning is created through our interaction with others. In a constructivist style classroom, the focus shifts from the teacher teaching the students to the students teaching each other and having more control over what they learn by asking questions and coming up with their own conclusion on things (2016). This style of teaching can be very successful when the teacher provides enough scaffolding. In a typical classroom, you have a teacher standing in the front of the room lecturing to students while they sit and take notes on the information being given so they can spit it back up for a test they will have at the end of the unit. In the constructivist style classroom, the students are pushed to be more active and engaged in their learning process (Education Theory). The teacher creates an environment where students are urged to speak up and share what they think and have the class run more on a student run process. The teacher’s role in this style is not to sit and lecture information but rather engage students actively to find this information on their own and discover it so that it creates more meaning and provides a better understanding. The main goal in this type of learning environment is problem solving. This style of teaching promotes self-guidance and can even
The purpose of a constructivist education, therefore, is to facilitate the process for learners in constructing their understanding. Constructivist learning “fosters critical thinking and creates active and motivated learners,” according to McClurg (2009). The educational emphasis is not on delivering knowledge nor organizing that knowledge in a prescriptive system, but rather on teaching students how to build their own understanding within meaningful contexts for lasting effect (Learning Theories Knowledgebase, 2012).
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. Students