Facilitator:

Shellon Samuels-White
 Real world
Peer Interaction connections are Tech. tools are
made used

Provocative Hands on
questions are asked Differentiation is Approaches
attempted used
A Constructivist Approach to
Education
  Learners bring unique prior knowledge to a
learning situation.

 Knowledge is constructed in multiple ways,

through a variety of authentic tools,
resources, experiences & contexts.

 Learning is both an active and a reflective

process.

 Social interaction introduces multiple

(Walden University, perspectives.
2021)
Engage
E
Explore
E
Explain
E

Elaborate
E
Evaluate
E
Engage
Purpose: to pique/hook students’ interest and get them
personally ready to be further involved in the lesson. These
activities help to:
▪ focus attention, stimulate thinking
▪ generate interest/curiosity
▪ help students access prior knowledge
▪ frame the learning
Brief/Timely
Stimulating
Engage
Purpose:
▪ To get students involved in actively exploring the new
concept/skill.

▪ To provide concrete learning experiences; giving the

chance to find/attempt to find the solution for
themselves.
▪ Cater to the varying learning needs (differentiated
instruction)
Students:
 Ask clarifying questions
 Perform experiments, Collect Information
 Record their thoughts and observations
 Work together, Think, Plan, Test, Make Decisions
 Experience, Think, and Investigate
Purpose:
▪ Students are given a chance to take what
they have learned so far and figure out what
it means (develop conceptual understanding).
▪ They get a chance to communicate their
understandings.
Students should:
 explain concepts in their own words while using recorded
information from their exploration to help them explain.
 clarify their thoughts and provide justification (evidence).

Teacher/s should:
 highlight important ideas that the students provide.
 use students’ previous experiences as basis for
reinforcing/clarifying concepts.
 introduce formal labels, or formal definitions as needed.
 Purpose: to allow students to use their new
knowledge and continue to explore its implications.

 “Elaborate" is less about reading, watching or

introducing new ideas. It is more about forging the
incredibly valuable concept-to-self, concept-to-
concept, and concept-to-world connections that
help to tie and anchor an investigative phenomena
together.
Purpose: both students and teachers determine how
much learning and understanding has taken place
using formal or informal assessments (e.g. self and
peer assessment).

 Students demonstrate evidence of understanding.

 Use Rubrics/checklists to assess growth/learning.

Consider differentiating your product

 Consider the lesson as a whole. Engaging is not
separate from exploring. Exploring is not necessarily
separate from explaining.

Part of exploring requires elaborating. All of these

elements require evaluating.

Each step informs the others.

 The 5E Model is most effective when students are
encountering new concepts for the very first time
because there is opportunity for a complete learning
cycle.

 Using the 5E model as the basis for a single lesson

can sometimes decrease the effectiveness of the
individual phases due to shortening of the time and
opportunities for challenging and restructuring of
concepts and abilities—for learning.
 https://www.theedadvocate.org/5e-model-
explained/
 Vigeant, F. (2017, May 14). What is the 5E instructional
model? Know Atom.com.
https://www.knowatom.com/blog/what-is-the-5e-instructional-
model

 Walden University (2021) 6 principles of Constructivist

learning. https://www.waldenu.edu/online-masters-
programs/ms-in-education/resource/six-principles-of-
constructivist-learning