Educators guide

Really, a facilitator's guide, ideally, this page serves as a guide for parents, teachers and other students who are interested in leading students with the XO as a constructivist learning tool.

Workflow for facilitation planning

Lesson plans in a constructivist or inquiry-based scenario are really plans for facilitation of learning, with the teacher role being one of facilitator rather than the source of all knowledge.

You can loosely structure lessons, allowing student questions to drive the learning process without sidetracking it. These plans could follow a general outline of: --Setting the foundation and discovering what the student already knows --Exploring, determining how questions for exploration are chosen, how to manage investigations and group students --Connecting concepts, figuring out how to help students make sense of investigations, communicate their findings, and critically reflect on their investigation and the process --Collaborating and sharing, determining how to help students share their new knowledge to take action on what they've learned

Workflow for daily use of the XO

Refer to the Simplified User Guide for many of the daily maintenance and exploration tasks you can do with the XO laptop.

Basics of constructivist learning theory

Rather than using teaching as a term because of the connotation of lecture-based or non-inquiry-based learning that can be associated with the term "teaching," a learning intervention can be used to described guiding a student to understanding.

Think of an intervention as a task where activities in context provide learners with an opportunity to discover and collaboratively construct meaning as the intervention unfolds.

With this mind shift, learners are each treated as unique individuals, and instructors act as facilitators rather than as teachers. Parents, siblings, classmates, other aged kids, any of these people can be facilitators.

Additional reading From the Wikipedia article at http://en.wikipedia.org/wiki/Constructivism_(learning_theory)

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• Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School (expanded edition), Washington: National Academies Press.
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• Dalgarno, B. (1996) Constructivist computer assisted learning: theory and technique, ASCILITE Conference, 2-4 December 1996, retrieved from http://www.ascilite.org.au/conferences/adelaide96/papers/21.html
• DeVries et al. (2002) Developing constructivist early childhood curriculum: practical principles and activities. Teachers College Press: New York. ISBN 0-8077-4121-3, ISBN 0-8077-4120-5.
• Jeffery, G. (ed) (2005) The creative college: building a successful learning culture in the arts, Stoke-on-Trent: Trentham Books.
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• Piaget, Jean. (1950). The Psychology of Intelligence. New York: Routledge.
• Jean Piaget (1967). Logique et Connaissance scientifique, Encyclopédie de la Pléiade.
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• Scerri, E.R. (2003). Philosophical Confusion in Chemical Education, Journal of Chemical Education, 80, 468-474. (This article is a critique of the use of constructivism in chemical education.)
• Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press
• Wood, D. (1998) How Children Think and Learn. 2nd edition. Oxford: Blackwell Publishers Ltd. ISBN 0-631-20007-X.
• Wertsch, J.V (1997) "Vygotsky and the formation of the mind" Cambridge.

Scenarios about extra practice on XO basics, based on age of child

(Look at LeapFrog's sample content)

Talking to other XO teachers

Classroom 2.0