Constructivist Teaching Then and Now

CONSTRUCTIVIST TEACHING: THEN AND NOW 4

ConstructivistTeaching: Then and Now

LessonPlan

Inthis plan, the students will be learning changes of state of matter.Some of the fundamental concepts include sublimation, freezing,condensation, melting, evaporation and deposition.

Materials

Computers,Digital Cameras, LCD projector

Objectives

  • The students will have the capacity to classify the variations that state matter undergoes when they are provided with a description of volume and shape.

  • Students will have the capacity to identify examples of every change of state when provided with a description or name of a change of a state

  • Students have the capacity to describe the change that state matter undergoes when provided with a name.

Learningand Teaching activities

Theteacher would input information regarding the states of matterthroough a review of vocabulary and the introduction of notespertaining to the topic. Students will be taking notes that detailthe information presented.

Theteacher will then check for comprehension through a matching gamethat is built into presentation. Students will see vocabulary phrasesand words on the screen from the presented notes. Students will begrouped into two teams that compete to earn points through answeringquestions on these changes.

Theconstructivist teaching is based on varied fundamental principles.First, it sees learning as an active process where the learnerutilizes sensory input and constructs or comes up with a meaning toit. Second, it acknowledges that people learn to learn as they engagein the process of learning. Third, learning is seen as a socialactivity that is intimately related to individuals’ connection orlink with other human beings.

Thesetenets are intricately connected to science literacy in that itallows for active participation of the students. Indeed, the learnersin every level engage in alternative thinking techniques, while theteachers only guide them to elicit ideas as a component of thelearning process. Of particular note is the fact that the teacherdoes not aim at replacing the students’ ignorance with knowledge,rather he aims at altering or modifying the existing thinking of thelearners.

Needlessto say, constructivism supports inquiry-based learning where studentsare expected to formulate, as well as test their ideas and makeinferences and conclusions, while also pooling and passing theirknowledge in an environment that supports collaborative learning.