What Does The Author Mean By Authentic Activities Summary

Kain, Donna, and Elizabeth Wardle. “Activity Theory: An Introduction for the Writing Classroom.” Writing about Writing: A College Reader 2nd edition, edited by Elizabeth Wardle and Doug Downs, Bedford/St. Martin’s, 2014, pp. 273-283.

Learning activity helps me to improve my knowledge of English, communication skills, understand other people, and understand peoples’ needs and

Rather activities in which people are actively engaged frequently involves stress, danger, exertion, sorrow, for example writing a book, climbing a mountain, training for a marathon and so on. Susan, further said, that doing these things, there is something good about the feeling of engagement; especially, it makes one feel typically without thinking about it such as been alive.

The engagement in activities is a very special part of being human. According to (framework), activities are defined as “Actions designed and selected to support the development of performance skills and performance patterns to enhance occupational engagement” (AOTA, 2014, pg. S30). My group and I recently had the honor of completing two different activities with the life skills students, at the Wyoming Valley West Middle School in Kingston, Pennsylvania. The activities that we completed with the children were pumpkin painting, and completing a Halloween mask. The purpose of these activities were to show how an Occupation Therapy practitioner can work with children who have intellectual and physical disabilities, and understand their emotional and social needs, in a classroom setting.

You may like to play a particular sport regularly or go walking, cycling or running, for example. If you don’t do these kinds of things, you may have other interests that you enjoy such as a hobby or education or training courses (like this one!) or interests such as reading, socialising with friends or visiting new places. If you think about the things you do, you will realise that you are ‘active’ in many different ways. But do you think of the things that you do as learning or development activities? Sometimes it can be difficult to decide or identify what counts as learning and development activity.

Rather activities in which people are actively engaged frequently involves stress, danger, exertion, sorrow, for example writing a book, climbing a mountain, training for a marathon and so on. Susan, further said, that doing these things, there is something good about the feeling of engagement; especially, it makes one feel typically without thinking about it such as been alive.

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,

The constructivist pedagogy is when people learn through having different experiences and then using

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

In this theory it is believed that activities are needed in order to reinforce the information that the student has been given. This is what reinforces the learning that has taken place in the classroom. Activities make learners think and thinking motivates learning O’Neil, Fisher, & Newbold, 2009). In this lesson the material that is presented in the classroom lecture will be reinforced during the small group sessions when the learners are given activities to do in regards to the information that they have been given.

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.

As a teacher, I always believe in experiential learning in which students learn by doing. I ask my students to do projects that allow them to experience doing authentic work. This can be applied through writing a term paper, leading class discussions, presenting topics, and making videos. Engagement is also a very critical concept in my teaching philosophy. I start my classes with a warm-up exercise by using the "setting the tone” technique to help the student to brainstorm and refresh their memory.

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

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