CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL

1. CONSTRUCTIVIST
APPROACH TO LEARNING:
Method- 5E MODEL
BY
MONALI MADHUCHHANDA PRADHAN

2. “ You can not teach a man anything;
you can only help him find it within himself.”
- GALILEO

3. ACTIVITY

4. Constructivism
National curriculum framework 2005 has formulated the following principles for
constructivism:
 Knowledge is dynamic and not static.
(every individual can create new knowledge)
 Students construct new knowledge based on their previous experiences.
 Social, language, and cultural interactions (environment interaction) are the main sources
which create knowledge.
 Local environment and circumstances play a major role in constructing student’s
knowledge.

5. What is Constructivism?
 Constructivism is basically a theory, based on observation and scientific study about how people
learn.
 It says that people construct their own understanding and knowledge of the world, through
experiencing things and reflecting on those experiences.
 When we encounter something new, we have to reconcile it with our previous ideas and
experience, changing what we believe or discarding the new information.
 We are active creators of our own knowledge.
 To do this, we must ask questions, explore and assess what we know.
 Knowledge is created and continuously added through observation, curiosity(enquiry)
application, creativity, and problem solving.

6. Principles of constructivism:
Knowledge is constructed.
People learn to learn, as they learn.
Learning is an active process.
Learning is a social activity.
Learning is contextual.
Knowledge is personal.
Learning exists in the mind.
Motivation is key to learning.

7. Roots of Constructivism
• Focuses on Individual, internal
constructions of knowledge.
COGNITIVE
• Learners first construct
knowledge in a social context
and then individually
internalized it.
SOCIAL

8. Types of Constructivism
Constructivism
Individual
Cognitive
Constructivism
(J. Piaget)
Radical
Constructivism
(von Glasersfeld)
Social
Constructivism
(Vygotsky)
Cultural
Constructivism
(Hutchinson)
Critical
Constructivism
(Fluery)
Structured for the Individual
Individual’s experience and process
through which learning occurs.
Understanding =
Independent Invention
Structured in a Social Context
Negotiated learning through
interaction with others.
Understanding =
Social in origin

9. Key Concepts in Cognitive Constructivism
 ASSIMILATION

10.  ACCOMMODATION

11. Social Constructivism
 Emphasizes the importance of culture and context in understanding what occurs in society
and constructing knowledge based on this understanding.

12. Constructivism in Education
 Teachers should apply constructivism inside their classroom to create a unique learning
environment for students.
 In constructivist classrooms, the teacher has a role to create a collaborative environment
where students are actively involved in their own learning.
 Four key areas are crucial to the success of a constructivist classroom:
• The instructor takes on the role of a facilitator instead
of a director.
• There are equal authority and responsibility between
the students and the instructor.
• Learning occurs in small groups.
• Knowledge is shared between both the students and
the instructor.

13.  Examples of constructivist classroom activities
Reciprocal teaching/learning
Inquiry- based learning
Problem- based learning
Cooperative learning

14. Role of a teacher in a Constructivist Classroom
 To act as an expert learner who can guide students into adopting cognitive strategies such as self
testing, articulating understanding, asking probing questions, and reflection.
 To create a collaborative environment where students are actively involved in their own learning.
 To organize information around big ideas that engage the student’s interest, assist students in
developing new insights, and connect them with their previous learning.
 Must work to understand the pre-existing conceptions and understanding of students, then work to
incorporate knowledge within those areas.
 Need to adjust their teaching to match the learner’s level of understanding.

15. Difference Between Traditional And Constructivist Classroom

17. Meaning Making:
 Meaning making refers to the process of by virtue of which people tend to
interpret situations, events, objects, and discourses in accordance to the
previous knowledge that they have created.
 The term “Meaning Making” is nothing but an expression that emphasizes on
the fact that any situation of learning people is actively engaged in making
sense of the situation – the frame, objects, relationships – drawing on their
history of similar situations and available cultural resources.
 Emphasizes the fact that learning involves identities and emotions.

18. The process of meaning making can be carried out successfully if the following points are duly
taken care of –
 Support towards every reader.
 Inclusive trade books as mentor texts
 Explicit vocabulary instruction
 Integrated Book Clubs
 Remote learning guidance

19. 5E MODEL
 When choosing an instructional model, teachers seek strategies that help students gain a
complete understanding of new concepts. They aim to engage students, motivate them
to learn, and guide them towards skill development. One of the ways to do that is by
incorporating inquiry-based approaches like 5E Model, which is grounded in active
learning.
 The 5E Model, developed in 1987 by the Biological Sciences Curriculum Study,
promotes collaborative, active learning in which students work together to solve
problems and investigate new concepts by asking questions, observing, analysing and
drawing conclusions.
 The 5E Model is based on the constructivist theory to learning , which suggests that
people construct knowledge and meaning from experiences.
 By understanding and reflecting on activities, students are able to reconcile new
knowledge with previous ideas.

20. Biological Sciences Curriculum Study(BSCS)- 1987
THE 5E MODEL

22. ENGAGE
 Teacher provides a demonstration or video to
generate interest and curiosity.
 Students devise questions and mentally engage
with that/those question/s.
 Students write their ideas related to their
questions.
 Students share their prior knowledge.
 Teacher dispels misconceptions.

23. EXPLORE
 Students reflect on their question and think
freely about how they will hypothesize an
answer.
 Students explore ideas(within prescribed
limits) and record observations and
generalizations.
 Think about the knowledge and skills they
need to answer their questions.

24. EXPLAIN
 Students explain what they learned so far.
 Teacher provides necessary instruction and
vocabulary to support continued student
learning.
 Students ask more probing questions.
 Teacher steers students in the direction that s/he
wants the students to go.

25. ELABORATE
 Students apply the skills and knowledge they
have obtained during the learning sequence to
new or different scenarios and ideas.
 Students ask new questions, propose solutions,
make decisions, and design new experiments to
support their understanding of the big ideas.

26. EVALUATE
 Teacher devises methods for students to share
what they have learned during the learning
sequence.
 Teacher considers open-ended evaluation
questions, allowing for students’ voice and
choice.
 Students select the best strategy to demonstrate
their understanding.

28. Application and Effectiveness
 The 5E Model is most effective when students are encountering new concepts for the very
first time because there is opportunity for a complete learning cycle.
 According to co-creator Rodger W. Bybee, the 5E Model is best used in a unit of two to
three weeks in which each phase is the basis for one or more distinct lessons. “Using the
5Es model as the basis for a single lesson decreases the effectiveness of the individual
phases due to shortening the time and opportunities for challenging and restructuring of
concepts and abilities—for learning,” Bybee explains.
 And if too much time is spent on each phase, the structure isn’t as effective and students
may forget what they’ve learned.

29. Benefits of Constructivism
 Children enjoy and learn more when they are actively involved rather than passively
listening.
 Education works best when it concentrates on thinking and understanding rather than on
rote memorization.
 Constructivist learning is transferable. Students create organizing principles that they can
take to other learning settings.
 Constructivism gives students ownership of what they learn and often the students have a
hand in designing the assessment as well.
 Engaging the creative instincts develops students abilities to express knowledge through a
variety of ways.
 Students are more likely to retain and transfer the new knowledge to real life.
 Students learn to question things and apply their natural curiosity to the world.
 Constructivism promotes social and communication skills by creating an environment that
emphasizes collaboration and exchange of ideas.

30. Critical Perspective of Constructivism
Some of the charges that traditional educationalists level against constructivism are:
 Constructivism and other progressive educational theories are more successful for children
of privileged background who are fortunate in having outstanding teachers, committed
parents and rich home environments.
 Social constructivism leads to “group think”. Collaborative learning tends to produce a
tyranny of the majority in which a few students interpretations dominate the group’s
conclusions.
 The constructivists, by rejecting evaluation through testing and other external criteria have
made themselves unaccountable for their students’ progress.