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constructivistapproachtolearningmethod-5emodel-240304064216-b88f024b.pptx
- 1. CONSTRUCTIVIST APPROACH TOLEARNING: METHOD- 5E MODEL BY DR. JOSEPH M. CRISTOBAL
- 2. “ You cannot teach a man anything; you can only help him find it within himself.” - GALILEO
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- 4. CONSTRUCTIVISM National curriculum framework2005 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 hich create knowledge. 🠶 Local environment and circumstances play a major role in constructing student’s knowledge.
- 5. WHAT IS CONSTRUCTIVISM? 🠶Constructivismis 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 a n d experience, changing what we believe or discarding the new information.
- 6. PRINCIPLES OF CONSTRUCTIVISM: Knowledgeis constructed. People learn to learn, as thye 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 INCOGNITIVE CONSTRUCTIVISM 🠶 ASSIMILATION
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- 11. SOCIAL CONSTRUCTIVISM 🠶Emphasizes theimportance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding.
- 12. CONSTRUCTIVISM IN EDUCATION 🠶Teachersshould 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 CONSTRUCTIVISTCLASSROOM ACTIVITIES Reciprocal teaching/learning Inquiry- based learning Problem- based learning Cooperative learning
- 14. ROLE OF ATEACHER IN A CONSTRUCTIVIST CLASSROOM • 🠶To act as an expert learner who can guide students into adopting cognitive strategies such as s e l f - t e s t i n g , 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 connecting 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 TRADITIONALAND CONSTRUCTIVIST CLASSROOM
- 17. MEANING MAKING: 🠶 Meaning-makingrefers to the process by virtue of which people tend to interpret situations, events, objects, and discourses in accordance with 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 ofmeaning 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 choosingan 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 CurriculumStudy(BSCS)- 1987 THE 5E MODEL
- 22. ENGAGE Teacher providesa 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 ontheir 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 whatthey 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 theskills 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 methodsfor 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 🠶The5E Model is most effective when students are encountering new concepts for the v e r y 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 s t u d e n t s 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 c a n take to other learning settings. • 🠶Constructivism gives students ownership of what they learn and often the students h a v e 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 t h a t emphasizes collaboration and exchange of ideas.
- 30. CRITICAL PERSPECTIVE OFCONSTRUCTIVISM Some of the charges that traditional educationalists level against constructivism are: 🠶Constructivism and other progressive educational theories are more successful for c h i l d r e n 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 h a v e made themselves unaccountable for their students’ progress.