Best Practice Curriculum Writing: Using a Constructivist Lens

Learning takes place in different ways at different levels. The constructivism theory holds that learning is significant when learners construct or create basic knowledge by themselves through inquiry and discovery through active participation: interaction, collaboration and group work.

This approach views students as active creators of their own knowledge. To do this, they must ask questions, explore, and assess what they know, preferably in an interactive process with teachers and peers.  This is an active process which is based on the assumption that knowledge is constructed by learners as they attempt to make sense out of their experiences. This point of view maintains that people actively construct new knowledge as they interact with their environment.

LESSON PLANS

Lesson plans in this curriculum encourage the use of social constructivism rather than rote learning through instructional methods such as case studies, research projects, problem based learning, brainstorming, collaborative learning/ group work, guide discovery learning, and  simulations,  among others. The teacher is encouraged to sometimes divide the class into groups/teams, or pairs, and then guide by prompting, questioning and directing the groups to discover concepts, gather learning experiences, or problem solve according to the intended objectives.  Hands-on learning is the target.

Lesson Plan Format

The lesson plan chosen for this curriculum is the inquiry-based 5E Format: Engage, Explore, Explain, Extend, and Evaluate. Note: Some lesson plans written by industry professionals do not use this format.

It is highly recommended that teachers use these steps in preparing their lessons.  Here is our take on the model:   

ENGAGE: The purpose for the ENGAGE stage is to pique student interest and get them personally involved in the lesson, while pre-assessing prior understanding. In Year 2 or 3, it is important to understand what needs review or reteaching.

EXPLORE: The purpose for the EXPLORE stage is to get students involved in the topic, providing them with a chance to build their own understanding, through hands-on, concrete experiences They might be asked to use a scientific format and communicate with peers about observations.

EXPLAIN: The purpose for the EXPLAIN stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means.  This is often a teacher-led part of the lesson. They define the necessary vocabulary and connect their findings to prior knowledge. The teacher should support student discussion and answer student questions.. This is also when teachers utilize video, computer software, live demos, or other aides to boost understanding. This stage is a direct instruction phase and can provide examples and live demos. For example, they may learn how to create a field made solar connector or explain how air typically moves through a house.

EXTEND: Research shows that students need to solidify their understanding by connecting what they have learned to something real. This is where generalizations to a larger context takes place. The purpose for the ELABORATE stage is to allow students to apply what they’ve learned and continue to explore implications.  Students use industry vocabulary and concepts in their project/work completion. Teachers may ask students to create presentations or demonstrate completion of a task using a new skill like using caulk or walking peers through the working of a solar inverter.

EVALUATE: This model allows for both formal and informal assessment. The purpose for the EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken place. It is helpful to note at this point whether students approach problems in a different way based on what they learned. Other elements of this phase include self-assessment, peer-assessment, writing assignments, students demonstrations and exams. NOTE:  Formal assessment is left up to the teacher to determine the content, format and frequency of quizzes and tests.