5E's+and+Constructivism

Constructivist theory is one of the key elements in contemporary education, especially in regards to technology education. We will explore several articles dealing with Constructivism, Inquiry-based Learning, and the models that aid in this style of learning.
 * Constructivism – Part I: **

As with the Big5, the 5 E’s is a step by step skills model for project-based learning. The 5E’s of Constructivism are: Engage, Explore, Explain, Elaborate, and Evaluate. During Engagement, students encounter and identify the problem or task. Not only do they discover the problem, they ascertain what they are being asked to do. During Exploration, students access research, materials, or phenomena. They locate relevant information about the problem. During Explanation, the students begin to construct a framework in which to communicate their understanding of the problem, its causes, and possible solutions. During Elaboration, students expand on their initial framework and make connections to related concepts. This process rounds out their solution and completes their solution to the problem or task. During Evaluation, the teacher determines to what extent the students achieve understanding and knowledge of the concepts taught and how well they performed while developing their solution. Source: []
 * Constructivism and the 5E's : **

Constructivism is a learning theory that states that people construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. Constructivism puts that theory to practice by constructing lessons where the teacher facilitates learning through project-based tasks. The students work the problem themselves with occasional guidance from the facilitator. The students discover the answers to the problem and then reflect on the process and evaluate their solutions. Source: []
 * Constructivism as a Paradigm for Teaching and Learning: **

This reading delves further into the theories of constructivism. It argues that knowledge is not acquired but constructed. It states, “ Knowledge is constructed based on personal experiences and hypotheses of the environment. Instructors never tell students anything directly. They instead give them a nudge in the right direction on where to find the information or use questioning techniques to help them to think about important concepts they had previously omitted. Source: []
 * Constructivism: **

Inquiry-based Learning (IBL) is a technique that utilizes our innate ability to learn through inquiry, a skill we have used since infancy. An old adage states: “ "Tell me and I forget, show me and I remember, involve me and I understand." This involvement is where IBL comes into play. Students learn more readily because they are asking the questions. Through inquiry students seek appropriate resolutions to questions and issues. Educators have to retrain students to use inquiry as this technique is often suppressed in traditional instructional forms. Source: []
 * Inquiry-based learning: **

This article gives a great concept map of the Inquiry-based Learning (IBL) model. The steps of the IBL model are: ask questions, create a hypothesis, investigate, construct new knowledge, discuss and reflect on discoveries, and then the learner can generate new questions or apply the newly-acquired knowledge to their own live. In this explanation, the model can be a cyclical process where knowledge can continue to be gained. Source: []
 * What is Inquiry-based learning? **

This article explains that our students are now thinkers that feed off the information of the fast plains of the information superhighway, otherwise known as the internet. Education has to train this students to become ‘”infotectives” that can ask the right questions to convert data into usable information. Because of the vastness of the internet and the information it has to offer, students have to be trained to problem solve using Constructivist models like the Big6 or 5E’s. These “free range” students, with proper training, will be able to feed off of primary source materials and develop new knowledge. Source: [] These readings further explained the need and theory behind the movement towards project-based learning. I find it interesting that there are several different models that work in the same manner. The Big6 is essentially the 5E’s and both remind me of another copyrighted model Problem-based Learning. What really gets me is that these models have been around for quite some time. They have not quite made it to the mainstream in education except in small pockets. In my district, we just had a meeting discussing the new Core Standards that will be implemented in our state in the next few years. They discussed that many of these core standards require a component that teaches PBL skills.
 * Grazing the Net: **

=**Constructivism Part II:**=


 * **Teacher: Shawn Banks, Herrin Middle School ** ||
 * **Date: December 2011 ** ||
 * **Subject area / course / grade level: World History 6-8 ** ||
 * **Materials: **
 * Computer Lab, Internet Access, ** ||
 * **IL Standards Covered: **
 * 14.C.3** Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.
 * 16.B.3a (W)** Compare the political characteristics of Greek and Roman civilizations with non-Western civilizations, including the early Han dynasty and Gupta empire, between 500 BCE and 500 CE.
 * 16.D.3 (W)** Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading.
 * 18.A.3** Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture.
 * 18.B.3a** Analyze how individuals and groups interact with and within institutions (e.g., educational, military).
 * 18.B.3b** Explain how social institutions contribute to the development and transmission of culture. ||
 * **Lesson objective(s): **
 * **The middle school world history students will create a presentation to the ancient city-state of Rhodes that advises them on joining the Delian League or the Peloponnesian League during the Peloponnesian War. **
 * **The middle school world history students will gain an understanding of the social, cultural, economic, and diplomatic environment in ancient Greece. ** ||
 * **ENGAGEMENT **
 * Describe how the teacher will capture students’ interest.
 * Students will be shown a brief teaser video about the Peloponnesian War. It will challenge them to pick a side for Rhodes. []
 * What kind of questions should the students ask themselves after the engagement?
 * What are we supposed to do?
 * How will we present our findings?
 * What and who was the Delian League?
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">What and who was the Peloponnesian League? ||
 * **<span style="font-family: 'Arial Narrow','sans-serif';">EXPLORATION **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Describe what hands-on/minds-on activities students will be doing.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Students will be researching the answers to their specific questions. They will report back and may develop new questions.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Why was Sparta and other city-states upset with Athens?
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Why would someone want to stay in the Delian League?
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">What kinds of things would influence the city-state of Rhodes to choose a side? ||
 * **<span style="font-family: 'Arial Narrow','sans-serif';">EXPLANATION **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination?
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">My questions and techniques will differ, depending upon the framework of their solution. The main thing I have to ascertain is that the students are making their choices based on what they feel is Rhodes best option based on their research and not on what they think or what they have seen in a movie.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">List higher order thinking questions which teachers will use to solicit //student// explanations and help them to justify their explanations.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">How does this solution benefit the city of Rhodes?
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">How will this decision effect Rhodes relationships with former allies? ||
 * **<span style="font-family: 'Arial Narrow','sans-serif';">ELABORATION **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Describe how students will develop a more sophisticated understanding of the concept.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Through the student’s research and working their solutions, the students generate concepts of what the political and cultural aspects of Ancient Greece were. Students will think critically about the things that would affect a city-state like Rhodes’ decision to stay in the Delian League or join the Peloponnesian League during the Peloponnesian War.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">What vocabulary will be introduced and how will it connect to students’ observations?
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Delian League
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Peloponnesian League
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Tribute
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Treasury
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Helot
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Trireme
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Diplomacy
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">These terms will be key terms that will help them to immerse into the problem and develop solutions to the problem.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">How is this knowledge applied in our daily lives?
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Students will hone problem solving, communication, research, and interpersonal skills.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Students will gain understanding of how diplomacy works. ||
 * **<span style="font-family: 'Arial Narrow','sans-serif';">EVALUATION **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">How will students demonstrate that they have achieved the lesson objective?
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">By showing master by achieving at least a 70% on their group score on the rubric. (See Attached)
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">This should be embedded throughout the lesson as well as at the end of the lesson
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Students are reminded to revisit the rubric periodically to insure they are meeting all the criteria. ||