Overview Of Constructivist Teaching And Lesson Plans Education Essay

Published: Last Edited:

This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

Student Objectives : students should be able to demonstrate using models, what they already know about gravity; the students should be able to gravity in explaining real life occurrences; students should be able to invent other experiments to as evidence of gravity;

Teaching Procedure: students will individually perform the same experiment and afterwards discuss in groups of five.

Introduction: the class will start by students reminding each other on the previous topic by discussing questions for the first five minutes in their various groups. I will ask general questions about gravity before the experiments.

Development: I will identify the materials to be used for the experiment and demonstrate how to use each equipment carefully after which the students will start the experiment.

Conclusion: after the experiments and the consequent group discussions, each group will present their findings to the class. The class may ask questions to the group for any clearance. I will discuss with the class the key points of the lesson and how it applies to real life.

Pre/Post Assessments: At the end of the class, the students will participate in oral exams.

Multiple Intelligences/Differentiated Instruction:

This lesson will examine and help develop the following abilities in students: Spatial (ability to visualize), and Logical-mathematical,

Bloom's Taxonomy/Differentiated Instruction: the following will be applied and tested during the lesson: Knowledge, Comprehension, Application, Analysis, Evaluation, and Synthesis.

Special Needs:

Gifted Learners: gifted learners will be put in the same group so that they do not dominate the discussions of the other students.

Learners below Level: these students will belong to the same group so that they learn at their own pace.

Lesson Plan

Core Content Area = mathematics

Topic = algebra

Student Objectives: students should be able to demonstrate organizational skills in solving of algebraic equations; the students should be able to complete algebraic equations with ease and explain the methods used.

Teaching Procedure: the teacher will give examples of how to do algebraic equations then students will individually solve the same mathematical equations and afterwards discuss in groups of five.

Introduction: the class will start by students giving their thoughts on the topic and its applications. I will show the students how to solve a few equations.

Development: I will give the students easy equations to solve and then they will discuss in groups of five before presenting they answers in front of the class. I will guide them on the correct ways to do the sums. The students will then do equations that are more complex.

Conclusion: as a class, the students will go through the methods learnt as I take them through the topic.

Pre/Post Assessments: At the end of the class, the students will participate in written exams on the methods learnt.

Multiple Intelligences/Differentiated Instruction:

This lesson will examine and help develop the following abilities in students: Spatial (ability to visualize), and Logical-mathematical,

Bloom's Taxonomy/Differentiated Instruction: the following will be applied and tested during the lesson: Knowledge, Comprehension, Application, Analysis, Evaluation, and Synthesis.

Special Needs:

Gifted Learners: gifted learners will be put in the same group so that they do not dominate the discussions of the other students.

Learners Below Level: these students will belong to the same group so that they learn at their own pace.

Constructive teaching

The proponents of constructive theoretical framework hold key the idea that learning should identify the already existing knowledge in a student and build upon it. Learning is thus more productive when the student is actively engaged in the process rather than being taken through the already established theories. The students learn better when guided towards what already exists. Students are given activities and questions to guide their discovery, discussions, and to verbalize and appreciate the new knowledge acquired.

One of the major contributors to this theory is Piaget. According to Piaget (1977), it is not through passive reception that learning occurs but rather through active construction of meaning. It is thus through experience that we get to acquire new knowledge that makes sense and is of use to our development. A constructivism classroom is always student centered and the teacher is only there to guide the leaning process.

Science is a practical field that requires learning to occur through actions and curiosity. It is therefore relevant to use constructivism method of teaching in science literacy. The major principles of constructive teaching include active learners, a democratic learning environment, interactive student centered activities, and the teacher plays the role of the facilitator. Piaget (1977) believed that interaction was the best way for a child to acquire knowledge.

In science literacy, participation is the best way to learn and apply scientific theories. This makes the four major principles of constructive learning key to the teaching of science subjects. The students have the facilities of a good environment to inquire and experiment therefore better grasp of scientific concepts.

The processes used in the lesson plans include; organization, evidence, models, and explanation. After each class, formative assessments were used in evaluating the knowledge acquired by the students. These were in form of oral and written tests on the topics discussed.