The Geography Geniuses Generated 3 Behaviorist Theory

According to Anthony & Walshaw, (2009) within a constructivist view, it is a teacher’s role to facilitate the learning of a child by providing a resource rich environment from which they guide a students learning. A student within a constructivist-learning environment must become engaged in the learning process by becoming a researcher, identifying a problem, collecting and analysing data and formulating a conclusion. This process of engagement provides a student with endless opportunity to develop his or her own understanding and knowledge. An educators ability to understand this learning theory as a process of construction and development provides a conceptual framework from which to build a teaching practice.

Constructivism is defined by ( (Marsh, 2007) as a theory of how the learner constructs knowledge from experience, which is unique to each individual. The theories of constructivism require qualitative change evidence within conceptual content(Carey, Zaitchik, & Bascandziev, 2015). Also, there’s a difference between cognitive constructivism and social constructivism. Cognitive Constructivism is when individuals construct ideas based off of personal process, whereas social constructivism believes that ideas are constructed through student and teacher interaction(Powell & Kalina, 2009) Many people give credit to Lev Vygotsky for his constructivist theory but Jean Piaget is the patriarch of the theory.

The first thing that comes to mind when thinking of the word geography, is “land.” However, there is much more to geography than this one singular word. Geography is the study of land on Earth, its physical features, and its atmosphere. Geography is how humans affect the environment. It is what carved and shaped history, and can alter the future in just a snap of the fingers. Geography is a way to travel around the world, multiple times without even having to leave your seat. It is the ultimate difference between many subjects, such as winning or losing, happiness and sadness, or even the common difference between life and death. To many people, geography is a part of everyday life, even though we don’t seem to notice it. We use geography to get to school and work. We use it to find the nearest McDonalds, and to even find out about the weather forecast of the day. Yet, for others, geography is what they live and breathe. Tim Marshall falls into that category as the author of “Prisoners of Geography,” who dedicates much of his time to further analyze the intricate study of geography. In his bestseller, Tim explains to us the allure of ten different regions in the world, while also bringing light to the little harmful events in each region, which could potentially lead to world calamity.

Lifelong learning is fostered when the teacher is a mentor and coach who shares an enthusiasm for learning. By demonstrating that fun and creativity are parts of learning, students will be able to find joy in learning. Instead of a behaviorist classroom of skill and drill and motivation based learning, a constructivist classroom is what I plan to implement. With a hands-on approach and self-discovery, constructivism focuses on the journey to discovery and the individual student. One aspect of learning I plan to implement in

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.

Chapter eight goes into detail on how to use geography to connect people and places. Maxim states, “Geography is described as an integrative discipline that bring together the physical and human dimensions of the world in the study of people, places, and environment” (Maxim, 2014, p. 336). I really enjoyed reading about how maps model our world. It is so important for students to know what a map is and how to use it. There are many skills to teach students when using a map. Secondly, I liked the representing the world through informal block play. This activity involves a lot of hands-on materials. The students can use the different materials to create their own world. I feel this is meaning for students to be able to build their own geographical world. However, it is also necessary to teach our students the symbols of the map (Maxim, 2014, p. 359). It is best to teach students these symbols at an early age. The three different symbols are point symbols, line symbols, and area symbols. The point symbols are signs, dots, and triangles used to represent place or positional data such as a city (Maxim, 2014, p. 360). The line

them? How will you follow up on behavior expectations and how well you are engaging learners?

Pg. 6 11. Regions: How they form and change. Pg. 6 12. How maps allow people to identify exact locations

A final theme is a landscape. My grandma's house is on a hill and her property is filled with Pine and Spruce trees. They also live next to a lake which means they live on the coast. Their land is filled with lots of sharp rocks and has a lot of vegetation. This information is useful to a geographer so that they know they know the landscape. Because if you were to go to Egypt most people might think the land there studying is dessert, but what happens when they study an oasis instead. This is why it is important.

There are many different strategies that an educator can used to teach students how to understand maps and make it interesting. Learning to read maps can be exhausting and sometimes confusing. This is why the teacher need to find strategies that are effective and fin for the students. One strategy that works is literature. Literature plays a very important role in our student academic journey and without it, it will be impossible to learn anything. Teachers can use reading time or read aloud time to introduced students to different ways of learning to read a map, why is important to read maps, and following directions. The teacher cab check if students are understand Mao reading by asking them to use the map to retell a story, a place, or an

A constructivist learning activity that I would develop for this class or a class similar to it for a third grade classroom would be inquiry based learning. In this third grade classroom the students would be learning about space. Inquiry based learning would be great for a third grade classroom as they are able to do research through books, the internet and by asking many questions. First, I would start out with introducing the topic of space during our science block. I would possibly start off with a few general questions like: how big is earth? How many planets are there? What is the purpose of these planets? I would ask these questions to get them started on more questions that they have.

A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged

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).

Constructivism is connected to the theories of Piaget and Vygotsky. Piaget believed that cognitive development occurred in four stages that have distinct developmental characteristics.  He theorised that all information is organised into ‘schemas’, and this refers to the manner in which a child organisesand stores information and knowledge received. As new information is received, it is either incorporated into existing schemas (assimilation) or new schemas (accommodation) are created (McDevitt & Ormrod, 2010).  Vygotsky’s theories compliment those of Piaget and place a greater importance on social interaction as he considered cognitive development predominately was achievedthrough social interaction.  Vygotsky believed that learning could be accelerated with the assistance of a more advanced peer or teacher.  This concept is referred to as the zone of proximal development (ZPD) and works in conjunction with the theory of ‘scaffolding’, where a teacher provides support to student and as proficiency increases the scaffolding is decreased (Marsh, 2008). Evidence of scaffolding is seen throughout the Maths video as Ms Poole provides an outline of the lesson and the goals to allow students to establish a focus.

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