Constructivist Teaching: Then and Now

Constructivist Teaching: Then and Now

EEI Lesson Plan Template
Lesson 1

VITAL INFORMATION
Author
*Subject(s) Science
Topic or Unit of Study The Human Skeleton
*Grade/Level 4th-6th
*Summary Teacher will review the bones of the human skeleton, and their located in the body. Students will create a picture of the human skeleton using a variety of art objects. Students will then describe and understand the different bones with the use of a word bank.
STANDARDS AND DIFFERENTIATED INSTRUCTION:
*Standards NSES TABLE 6- SCIENCE AS INQUIRY STANDARDS

US NSES.5-8.sci.C- CONTENT STANDARD C: LIFE SCIENCES

US NSES.5-8.sci.C.1- STRUCTURE AND FUNCTION IN LIVING SYSTEMS

Differentiated
Instruction ESL and Special Education students will receive a handout with the skeletal diagram printed on it. The students will then stick their craft items in the correct places on the diagram. The rest of the students will receive a blank paper to illustrate the skeleton displayed on the whiteboard.
All students will receive a list with the names of the bones to help them identify the different bone on their diagrams. Advanced students on the other hand will not be given the list as a reference. These students will use their books to identify their representation.
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:
Objective Students will have a clear understand of the structure of the human skeleton.
Students will be able to build a model of bones that make up the human body.

Anticipatory Set The teacher will set up a picture of the human skeleton on the white board and discuss the various bones and their locations with the students. Teacher will ask students “Do you know what this bone is?” or “Where is the _______?” while pointing to the different bones (i.e. skull, femur, tibia, etc.).
Teach Lesson / Model The teacher will assess the students’ prior knowledge of the human skeleton and its role. The teacher will then hand out blank pieces of paper for them to create their own (ESL and Special Ed. students will have their bones already drawn on the paper) skeletal diagram. Students will have a variety of different resources to choose from such as pipe cleaners, Q- tips, and toothpicks to use to make their skeletal systems. As the students work on their diagrams, the teacher will assist students to use their creative skills in any way they want. Students will glue the different materials on their documents to get an accurate, clear, and artistic picture.
Once the students complete the diagrams, the teacher will distribute a word bank to all students except advanced students, and then expect students to identify the different bones of the body. Students will take their diagrams to the front of the classrooms and, talk about the materials they used to build the skeleton. Students will turn in their diagrams at the end of the allotted time.
Guided Practice The Teacher will review and discuss the individual bones and their locations using the drawing displayed on the on the whiteboard. The teacher and students will study the role of the skeletal system, and its benefits to the humans.

Independent Practice Students will have a variety of different art materials and objects to choose from to complete their own picture of the human body. The students will have the opportunity to be as creative as they would like to be such as using a Q- tip for arm bones, and using cut pieces of toothpicks for finger bones. The students will receive a word list containing the name of the bones (for the exception of advanced students) to identify the different bones on their diagrams.
Closure
The students will have the opportunity to present their diagrams to their peers. The students will reflect on the materials used to construct the skeletal system. All students will turn in their assignments at the end of class. The students will use the diagram as a guide them on a future planned test.
Evaluation
*Assessment/Rubrics An assessment will be administered to the students that determined:

Participation- 20%
Creativity- 40%
Accuracy- 40%
MATERIALS AND RESOURCES
Instructional Materials (handouts, etc) Diagram
Whiteboard
Blank paper
Diagram handouts
Glue
Art materials: Q- tips, toothpicks, pipe cleaners, popsicle sticks
Word bank
Resources Diagram and text book for further information.

Constructivism in the Lesson Plan The constructivism theory states that students need to be encouraged to use current and previous knowledge to acquire new knowledge. This lesson encouraged students to use their acquired knowledge to accomplish the assignment.
The constructivism theory also states that the student should use his or her personal information and decisions (Bruner, 1966). This lesson allows the student the right to use their creativity to make their diagrams. The students can choose whichever materials they want to help build their diagrams. The diagrams can be any size, any material, or combination of materials, cartoonish, realistic, etc. It is entirely up to the student to decide what they want their diagrams will look like, as long as they identify and placed the bones where they want them to go.

The 12 Science Processes in the Lesson Plan

- Observation took place when the teacher displayed the human skeleton on the whiteboard.

- Communication took place when the teacher and students explore and identified the names and locations of the bones. Communication also transpired when the student presented their diagrams to the class.

- Experimenting took place when the students selected their materials. Students used different materials to complete their diagrams.

Assessments Used in the Lesson Plan
- Informal assessment transpired when the students presented their diagrams to the class.
- Authentic assessment took place when the students labeled the human skeleton in the way they wanted to accomplish the task.
- Formative assessment took place when the students labeled the diagram according to the instructions given to them by the teacher.
VITAL INFORMATION
Author Lynda Winchell, Jessica Nichols, Josie Mancias, and Georgette Tolson
*Subject(s) Science
Topic or Unit of Study The Life Cycle of a Frog
*Grade/Level 2nd Grade
*Summary The teacher will give a brief overview of the exciting life cycle of a frog before allowing students to explore frog life cycles on their own. Students will spend several weeks observing the transformation of a frog from tadpole to frog.
STANDARDS AND DIFFERENTIATED INSTRUCTION:
*Standards NSES TABLE 6.1.- SCIENCE AS INQUIRY STANDARDS

US. NSES.5-8.sci.C- CONTENT STANDARD C: LIFE SCIENCES

US. NSES.5-8.sci.C.1- STRUCTURE AND FUNCTION IN LIVING SYSTEMS

Differentiated
Instruction Instructional support will be available for students who need it. Extra time to complete the assignment will be allowed for students with exceptional needs and/or English Language Learners. Will be allowed extra time to complete their assignments. ELLs will be offered vocabulary reinforcement and visuals to aide in comprehension. Students with exceptional needs will have a modified assessment.
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:
Objective The students will conduct research to gain knowledge on frog growth. The students will learn the different stages of a frog’s life. The students will be able to correctly sequence the life cycle of a frog from start to finish (from egg to adult frog).

Anticipatory Set Arrange several large, lifelike posters of frogs around the classroom. Explain to the students that they will be learning life cycles. Explain that the life cycle of a frog is fascinating. Be enthusiastic!
Teach Lesson / Model Open a blank screen on an interactive whiteboard (one that allows the teacher to log on or type on) if there is not an interactive whiteboard available, a dry-erase white board is fine.
Ask the students to think of one intriguing fact they know about frogs. Call on one student at a time and write the answers on the board.

Inform the students that there will be key words they will have to remember. Say each vocabulary word and ask the students to repeat the word.
Ex. “Repeat after me: Metamorphosis,” wait for student responses.

Tell the students that they are going to have the opportunity to be researchers! Explain that the entire class will be going to the computer lab to study the lifecycle of a frog.
Go to the computer lab, assign students a computer, and help them go on.
Guided Practice Once students have settled, give students a piece of paper to write down the vocabulary
Explain the research process to the students. Say: “You will use the links that I provided to research frogs and their life cycles. You will use these videos and informational websites to discover how frogs change from eggs to adult frogs. “I think you will enjoy the videos, and websites,” Explain to the students that the videos and websites will give them enough information to complete the vocabulary worksheet as well.
Show the students how to get the document containing links to the websites they will need to research.
Allow students to explore the websites and watch the videos learn about the life cycle of a frog.
Walk around a monitor student activity. Assist students that may be having trouble.
Independent Practice The students will complete the research process as independently as possible. They will write the definitions to each vocabulary word on the sheet provided.
Science journals –see below
Closure
When the students have completed the research activity, lead the students back to the classroom. Review basic frog life cycle data. Open the document showing the life cycle flow chart, displaying the life cycle process from egg to adult frog. Using the flow chart, review each vocabulary word. Ask questions to evaluate acquired knowledge and retention. Make sure that students have the right answers on their note sheet.
Tell the students that you have a surprise for them! Gets the tank containing the actual tadpole. Explain to the students that we will be able to view the process from start to finish. Make clear to the students that they will be observing changes to the tadpole for one to two minutes. Also, explain to the students, that every few days, they will enter changes to the tadpole in their science journals.
Have the students open their journals to the first page. They will need to register “day 1” and the date at the top. The students will produce an image of the tank and the tadpole. The students will then write one or two sentences describing what they see in the tank.
(Each time they record information into their science journals the students will do this same process)
Evaluation
*Assessment/Rubrics Hand out the life cycle sequencing worksheet. (Students will have to cut and paste the pictures of the life cycle in the correct sequence, then they will describe the different stage)

Special needs students will have a modified version of the assessment- they will still have to cut and paste the stages in the correct sequence, but the pictures will already be labeled, the students will have to trace the words.
MATERIALS AND RESOURCES
Instructional Materials (handouts, etc) Several days before the lesson, order tadpole kit with tank (can be found online), Interactive whiteboard or dry erase white board, frog posters, frog life cycle flow chart, vocabulary note taking worksheet, pencils, scissors, glue-sticks, access to the computer lab, document containing website links for research, 1 science journal for each students assessment worksheet
Resources Websites used for student research: http://www.youtube.com/watch?v=zs2g_rHBUH4&feature=related http://www.harcourtschool.com/activity/science_up_close/212/deploy/interface.html http://video.nationalgeographic.com/video/kids/animals-pets-kids/amphibians-kids/frog-tadpole-kids/ http://www.neok12.com/php/watch.php?v=zX6415445a68030b7351050a&t=Metamorphosis

These individual assessments are less severe and less pressuring than other types of assessments (such as formal and summative). In this lesson, the students had the opportunity to use their creativity to make a realistic diagram of the human skeleton. Students these types of activities are “fun” to students; therefore, it only makes sense to use assessments that are enjoyable and less threatening to students.

EEI Lesson Plan Template
Lesson 2

Science processes used:
Observing: Students will watch some informational videos on the internet and gather information on the life cycle of a frog. The students will also have the opportunity to observe an actual tadpole for several weeks as it changes from a tadpole to an adult frog.
Communicating: The students disclose their observations of the living tadpole’s conversion in writing.
Predicting: Students will learn intended outcomes and patterns of frog life cycles
Defining operationally: The students learn the stages of the frog’s life cycle, and their role
Constructing Models: The analysis provides students with the opportunity to develop a model of the life cycle by cutting and gluing the pieces of the different stages

Assessment: The assignment used informal, formal, and summative assessments. The first assessment evaluated the student’s prior knowledge of frogs. The teacher asks the students to describe him/her one point about frogs. The teacher should take account of the facts given by the students and modify the introduction to the lesson accordingly. The formal summative assessment is a nontraditional assessment that does not require a large amount of paper and pencil work. It requires students to cut pictures of the life cycle stages and paste the pictures in sequential order to determine comprehension of the cycle. The students will identify the different stages. It offers a modified form for students with exceptional needs and ELLs. The modified version does not require the student to identify the stages, only to fix the pictures in sequential order.
As a follow-up to reinforce what the students have learned, the observations and science journal can also serve as a form of assessment. The teacher will assess the students’ knowledge of the real changes taking place with the tadpole. The teacher will determine if the students are able to identify terminology to the actual stage of metamorphosis and appropriately tell what they are observing through drawings and writing. Constructivist Teaching: Then and Now

Constructivism is a learning theory that describes how people obtain information and learn. The theory suggests that people learn from their involvements and the area around them. Constructivism is a procedure where individuals must be fully involved to benefit from the process.
Constructivism and its impact on teaching different grade levels
Students learn Science by actively being engaged in their learning. Students organize their own learning process (Workshop: Constructivism as a Paradigm for Teaching and Learning, 2004). Students learn by doing experiments. Science uses many of the ideas from constructivism were students get involved and participate in acquiring knowledge. Bruner believes that constructivism is an influential theory because it suggests that students can only create new ideas based on prior knowledge (Chen). Science is an area of research where students get involved through hands on experiences, and are actively participating in the learning process. When teaching science, it is imperative that students do vital roles in the entire learning process. The students should be actively involved in the whole process.
It is much easier for students that have acquired understanding of the difference between vapor and precipitation. These students will have an easier time understanding the lecture on the water cycle. In addition, when teaching science, it is imperative that, students play a vital role in the learning process. Piaget believes that learners should be strongly involved (Chen).
When teaching science, exploring plays a key role in different grade levels as students explore scientific processes prior to learning the new objective. Lev Vygotsky believes that learners’ understand concepts in science based on natural processes where people play a vital role (Chen). Therefore, the social experience is what determines the ability of the learner.
The main beliefs of constructivist teaching
The teacher must use the five views of constructivist teaching to assess the student’s opinion specially in developing connections among past and existing knowledge of science concepts. Similarly, when developing tasks the teacher needs to examine the questions asked by the assignment, which will provide real life experiences for students. A teacher must accept understanding of the main ideas, which students should know because of close observation by the teacher.
How constructivism theories support science education
The views of constructivism are correct when it comes to learning science, for example, in the attitude of why life process occurs. The student’s opinion may not be related to science, however, the teacher associates the student’s viewpoint as a scientific explanation “and trusts that it is worth investigating and eventually repairing-by way of reasoning-with the assistance of the teacher and other children” (ECT Interview: George Forman on Constructivist Learning). Therefore, when creating science tasks, such as “Volcano Science Experiments,” the teacher has to develop questions that will explain why volcanos erupt and why lava is hot. The students understanding is achieved from careful monitoring by the teacher.
How the principles of constructivism supports learning through inquiry
The constructivist theory supports learning through inquiry by the questions asked by the students, which validates knowledge of the subject taught (Inquiry Based Approaches to Science Education:Theory and Practice). The questions reveal their level of understanding of the lesson. Teachers help develop the student’s prior knowledge by integrating them into the learning and teaching processes. The constructivism system consists of obtaining prior knowledge, creating understanding, applying new knowledge, and reflecting on teaching. The constructivism teaching strategy is essential for generating a stimulating and engaging guide for students to construct knowledge and understanding. In a structured constructivism classroom, the students play an imperative role in their learning. This method allowed students to build upon what they already know to expand their knowledge. According to the NDT Resource Center, students learn best through the constructivist approach. Students retain information in a variety of ways such as with lectures, reading, audiovisuals, demonstrations, discussion groups, and hands on training, and through teaching others (Brooks, 1993).

References
Workshop: Constructivism as a Paradigm for Teaching and Learning. (2004 ). Retrieved October 2, 2012, from Thirteen: http://www.thirteen.org/edonline/concept2class/constructivism/index_sub2.html
Brooks, J. a. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Retrieved October 3, 2012, from Teaching with the constructivist learing thory. NDT Resource Center: http://www.ndt-ed.org/TeachingResource 's/ClassroomTips '/Constructivist%20_Learning.htm
Chen, I. (n.d.). Overview of Cognitive Constructivism. Retrieved October 3, 2012, from An Electronic Textbook on Instructional Technology : http://viking.coe.uh.edu/~ichen/ebook/et-it/cover.htm
ECT Interview: George Forman on Constructivist Learning. (n.d.). Retrieved October 2, 2012, from ECT: http://www.scholastic.com/teachers/article/ect-interview-george-forman-construct
Franklin, W. A. (2008, May 23). Inquiry Based Approaches to Science Education:Theory and Practice. Retrieved October 3, 2012, from Bryn Mawr College : http://www.brynmawr.edu/biology/franklin/InquiryBasedScience.html
Inquiry Based Approaches to Science Education:Theory and Practice. (n.d.). Retrieved October 3, 2012, from Bryn Mawr College: http://www.brynmawr.edu/biology/franklin/InquiryBasedScience.html

References: Workshop: Constructivism as a Paradigm for Teaching and Learning. (2004 ). Retrieved October 2, 2012, from Thirteen: http://www.thirteen.org/edonline/concept2class/constructivism/index_sub2.html Brooks, J. a. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Retrieved October 3, 2012, from Teaching with the constructivist learing thory. NDT Resource Center: http://www.ndt-ed.org/TeachingResource 's/ClassroomTips '/Constructivist%20_Learning.htm Chen, I. (n.d.). Overview of Cognitive Constructivism. Retrieved October 3, 2012, from An Electronic Textbook on Instructional Technology : http://viking.coe.uh.edu/~ichen/ebook/et-it/cover.htm ECT Interview: George Forman on Constructivist Learning. (n.d.). Retrieved October 2, 2012, from ECT: http://www.scholastic.com/teachers/article/ect-interview-george-forman-construct Franklin, W. A. (2008, May 23). Inquiry Based Approaches to Science Education:Theory and Practice. Retrieved October 3, 2012, from Bryn Mawr College : http://www.brynmawr.edu/biology/franklin/InquiryBasedScience.html Inquiry Based Approaches to Science Education:Theory and Practice. (n.d.). Retrieved October 3, 2012, from Bryn Mawr College: http://www.brynmawr.edu/biology/franklin/InquiryBasedScience.html