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Constructivist approach

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The document discusses constructivism, an educational theory where knowledge is constructed by learners through experiences and interactions rather than passed on from teachers to students. It provides examples of when divergent thinking may cause problems, like with tax reporting, versus when consistency is important, like logging into a workplace computer. The 5E learning cycle model is presented as an instructional approach based on constructivism, with the phases being engage, explore, explain, elaborate, and evaluate.

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Constructivist approach
Believes that KNOWLEDE cannot be passed on from one person to another 2
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WEAKNESS STRENGTH In a situation where The goal is to train conformity is essential learners to do a task the divergent thinking & same way to enable action may cause problem. consistency EXAMPLE: EXAMPLE: -Imagine the fun revenue -Logging onto & off of a Canada would have it workplace computer is the every person decided to same for all employee; it report their taxes in may be important to an their own way, although, exact routine to avoid there probably are some problems very constructive approaches used w/n the system we have (SCHUMAN,1996) 10
ENGAGE start the process EXPLORE provide students w/ a common base of experience identify & develop concepts, processes & skills 11
EXPLAIN opportunities to verbalize students conceptual understanding / to demonstrate new kills/behavior also provides an opportunities for teachers to introduce formal terms, definitions, & explanations for concepts, etc. 12
ELABORATE extend students conceptual understanding & allows them to practice skills & behaviors EVALUATE encourage learners & assess their understanding & abilities & lets teachers evaluate students understanding of key concepts & skill development (http:/enhancinged.wgbh.org/research/eeeee.htm) 13
REFERENCE: * PRINCIPLES OF TEACHING 1 VITORINA ACERO et.al,2007 ** PRINCIPLES OF TEACHING 1 CORPUZ & SALANDANAN,2007 *** BUILDING UNDERSTANDING TOGETHER-A CONSTRUCTIVIST APPROACH TO EARLY CHILDHOOD EDUCATION SANDRA WAITE-STUPIANSKY **** ELIZABETH MURPHY, SUMMER, 1997 http:/www.ucs.mun.ca/~emurphy/stemnet/cle3 .html 14

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Constructivist approach

  • 2. Believes that KNOWLEDE cannot be passed on from one person to another 2
  • 3. 3
  • 4. 4
  • 5. 5
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  • 9. 9
  • 10. WEAKNESS STRENGTH In a situation where The goal is to train conformity is essential learners to do a task the divergent thinking & same way to enable action may cause problem. consistency EXAMPLE: EXAMPLE: -Imagine the fun revenue -Logging onto & off of a Canada would have it workplace computer is the every person decided to same for all employee; it report their taxes in may be important to an their own way, although, exact routine to avoid there probably are some problems very constructive approaches used w/n the system we have (SCHUMAN,1996) 10
  • 11. ENGAGE start the process EXPLORE provide students w/ a common base of experience identify & develop concepts, processes & skills 11
  • 12. EXPLAIN opportunities to verbalize students conceptual understanding / to demonstrate new kills/behavior also provides an opportunities for teachers to introduce formal terms, definitions, & explanations for concepts, etc. 12
  • 13. ELABORATE extend students conceptual understanding & allows them to practice skills & behaviors EVALUATE encourage learners & assess their understanding & abilities & lets teachers evaluate students understanding of key concepts & skill development (http:/enhancinged.wgbh.org/research/eeeee.htm) 13
  • 14. REFERENCE: * PRINCIPLES OF TEACHING 1 VITORINA ACERO et.al,2007 ** PRINCIPLES OF TEACHING 1 CORPUZ & SALANDANAN,2007 *** BUILDING UNDERSTANDING TOGETHER-A CONSTRUCTIVIST APPROACH TO EARLY CHILDHOOD EDUCATION SANDRA WAITE-STUPIANSKY **** ELIZABETH MURPHY, SUMMER, 1997 http:/www.ucs.mun.ca/~emurphy/stemnet/cle3 .html 14