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The Constructivism Approach To Learning: Reforming the
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The Constructivism Approach To Learning: Reforming the

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  • 1.   Reforming the Traditional Roles of Teachers and Students: The Constructivism Approach To Learning. Team TechSavy: Ashley Baginski Lauren Kroll Granger Lobb Monique Butler Emily Egan
  • 2. What is Constructivism?
    • *A theory that believes that humans generate knowledge and understanding as a result of their ideas and experiences.
    •  
    • *Often called "Teaching for Understanding."
    •  
    • * Form of teaching that attempts to fill the gaps on cognitive outcomes for students that past educational methods have left out.
    •  
    • * Attempts to enhance higher order thinking, critical analysis, and problem-solving.  
    •  
    • * Students are gained in meaningful interactions and control their own learning.
  • 3. Constructivism Philosophy
    • Knowledge is gained when:
    •  
    •      students engage in active learning.
    •  
    •      learners make their own representations of actions.
    •  
    •      students guide their own learning and meaning-making and share it
    •      with others.
    •  
    •      learners try to make understanding even when they don't quite grasp a
    •      concept.
  • 4. What Does A Constructivism Lesson plan look like? "The 5 Es"
      • The Biological Science Curriculum Study(BSCS) developed an instructional model for constructivism that was called the "Five Es." 
      • Constructivism learning operates under the notion that we must use both our first hand experience and prior knowledge when exploring a new topic.
      • The teacher must act as a "guide on the side" to promote inquiry and exploring.  Their lesson plan must be set up in a way to promote constructivism. 
      • What do the  "Five Es" stand for?
        • Engage
        • Explore
        • Explain
        • Elaborate
        • Evaluate
        •  
  • 5. More about the "5 Es"
      • Engage- In this stage, students identify the task.  It is here they make connects between past and present learning experiences. The foundation is laid out for the new task they are about to take on and learn about.  The teachers must ask a question, define a problem, or show a surprising event  to spark the students attention and focus them on the material.  The students get motivated in the engage step.
      • Explore- In this stage, students gets directly involved with the material.  They work together in peer groups and build common experience with the subject matter.  The teacher acts as a guide as the students' inquiry process drives learning.
      • Explain- In this stage, students put experiences about learning into communicable form.  Students articulate their ideas, observations, questions, and hypotheses. The teacher then imparts the properly terminology of the subject to the students. Creating works such as writing, video, drawings all provide evidence of progress and growth.
      • Elaborate- Next, students expand the concepts they have just learned about, make connections to other related concepts and apply their understanding.  These connections led to new understandings and further exploration.
      • Evaluate- This is an ongoing diagnostic process that allows the teacher to gauge if students have attained understanding.  Some tools that can be used are: rubrics, checklists, portfolios, student interviews, and problem-based learning products.  This stage can be viewed as a continuous process.  The learning process is open-ended and, therefore, opened to change.
  • 6.   5E lesson plan in action!
      • Title:  Introduction to Story Elements
      • Grade level: 4-5
      • Goal: The student will learn that underlaying framework that exists in all stories.
      • Objective :  Given the story, "Little Red Riding Hood" the student will be able to identify and define the setting, characters, plot, conflict, climax,  resolution, and theme.
      • Engage : 
        • First, I will show two pictures of the movies Harry Potter and Shrek(or two other familiar movies).  
        • Next, I will tell the students to look at the pictures and think about the story in each of these movies
        • I will break the students up into groups of 2 and have them discuss each movie together.
        • Next, I will present a problem to the students . I will say, "I am trying to think of some things this stories have in common.  Can you help me think of any?"
        • The students will then work in their groups of 2 and come up with at least 2 common elements that exist in these movies.  
        • I will write down the group findings on the whiteboard.  Some answers might include: both movies include magic, the is a struggle in each of the movies etc.
      • Explore:
        •   I will break the students up into groups of 4 and have them read the story of Little Red Riding Hood together. 
        • They will work together to come up with the different pieces that make up the story and write their findings down in their notebooks.
  • 7. 5E lesson plan in action!
      • Explain: 
        • Once the students have explored and discussed the pieces that  make up the story, they will present their findings to their fellow classmates.
        • I will then take the pieces that they have identified in the story and tell the students the correct termanlogy for each piece of the story: setting, characters, plot, conflict, climax, resolution, and theme.
      • Elaborate:
        • I will then present the students with several other classic stories (The Three Little Pigs, Goldilocks and the Three Bears, etc) and have theme pick out and identify the common story element pieces that they discovered in Little Red Riding Hood.
      • Evaluate
        • I will base student progress on verbal group answers that are given, as well as, walking around to each group and listening to their collaborative group skills.