4 e x 2 instructional model final presentation
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The document describes the 4E x 2 instructional model for moving from a traditional to a constructivist classroom. The model involves four stages - Engage, Explore, Explain, and Extend - repeated twice to reinforce concepts. During Engage, teachers actively involve students and connect to prior knowledge. Explore allows students to investigate ideas. Explain develops explanations with the teacher. Extend applies knowledge to authentic contexts. The document advocates for constructivist classrooms that involve collaborative, authentic learning through multiple representations and knowledge construction.
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1) The philosophical perspective views it as a logical process involving skills like analysis, evaluation and inference. Models include Ennis's 12 abilities and Watson and Glaser's composite of attitudes, knowledge and skills.
2) The psychological perspective sees it as involving metacognition, recognition, and knowledge acquisition. Sternberg's model includes metacomponents, performance components and knowledge acquisition.
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4 e x 2 instructional model final presentation
- 1. Moving from Traditional to Constructivist Classroom 4E x 2 Instructional Model
- 2. What does ”an IDEAL classroom” looks like? •Is it giving teachers LOTS of work? •Is it having teachers RUN around the classroom? •Does it mean MORE work for the teacher?
- 4. 4E x 2 Instructional Model Marshall, J. (2007). 4E x 2 Instructional Model [Electronic Version]. Retrieved from www.clemson.edu/iim ENGAGE EXPLORE EXPLAIN EXTEND
- 5. 4E x 2 Instructional Model Marshall, J. (2007). 4E x 2 Instructional Model [Electronic Version]. Retrieved from www.clemson.edu/iim ENGAGE EXPLORE EXPLAIN EXTEND
- 6. ENGAGE •Actively involves EVERY student in the instructional task •Allows for EVERY student to be successful in completing the task •Uncovers and connects to prior knowledge
- 7. Four Corners • Students go to a designated place in the classroom according to their selected answer • Discuss with the other students who selected that answer • Prepare to present justification to the class as to why they picked that answer
- 8. Which teacher would you prefer?
- 9. What qualities do each of these characters have?
- 10. 4E x 2 Instructional Model Marshall, J. (2007). 4E x 2 Instructional Model [Electronic Version]. Retrieved from www.clemson.edu/iim ENGAGE EXPLORE EXPLAIN EXTEND
- 11. EXPLORE •Students have the opportunity to investigate their ideas, conceptions, and/or beliefs uncovered in the ENGAGE •Allows students to begin to construct their understandings
- 13. Who would best fit the definition of a “Constructivist Teacher”?
- 14. 4E x 2 Instructional Model Marshall, J. (2007). 4E x 2 Instructional Model [Electronic Version]. Retrieved from www.clemson.edu/iim ENGAGE EXPLORE EXPLAIN EXTEND
- 15. EXPLAIN •Students and teacher develop an explanation for the concepts •The most teacher-centered portion of the lesson •Allows students to connect the new information to prior knowledge
- 16. How would you describe a “constructivist classroom” from the video you watched?
- 17. Constructivist Classroom • multiple representations of reality • knowledge construction • authentic tasks in a meaningful context • real world settings or case-based learning • thoughtful reflection on experience • Collaborative instruction
- 18. Why there is a need to embrace a “constructivist classroom”?
- 19. 4E x 2 Instructional Model Marshall, J. (2007). 4E x 2 Instructional Model [Electronic Version]. Retrieved from www.clemson.edu/iim ENGAGE EXPLORE EXPLAIN EXTEND
- 20. EXTEND •Students are provided with one or more opportunities to apply their knowledge in meaningful and authentic context. •Students will solidify their conceptual understanding and develop a more permanent mental representation.
- 22. •Who else (persons you know) would meet the qualifications of a “Constructivist Teacher?” WHY? •What other characteristics do teachers of constructivist classroom need to have to be effective?
- 23. 4E x 2 Instructional Model Marshall, J. (2007). 4E x 2 Instructional Model [Electronic Version]. Retrieved from www.clemson.edu/iim ENGAGE EXPLORE EXPLAIN EXTEND
- 24. Thoughts? •Is this framework something you can see yourself using? Why? •Why not? What are the limitations of this framework?
- 25. REFERENCES •Marshall, J. (2007). 4E x 2 Instructional Model [Electronic Version]. Retrieved from www.clemson.edu/iim •Retrieved from http://www.coe.uh.edu/~ichen/ebook/ETIT/con str.htm •Retrieved from https://www.youtube.com/watch?v=sB3snWzd kDg