5E's+and+Constructivism

**5E's and Constructivism**

My educational background is not education. This class on learning theory has been very interesting and informative. Much of what I write is based on my evaluation and reflections from the reading and not experience. This has provided an opportunity for me to more clearly define my views on what effective teaching and learning should look like. As I compare each of the learning theories, I see more commonalities and overlap theories than differences. Maybe it is because what I see in each are some perspectives, concepts and techniques which make the difference between passionate effective teachers and ineffective teachers. No one method seems the answer to every learning scenario. As I study a chart of differences between Traditional and Constructivist classrooms, many aspects are not mutually exclusive. Constructivist curriculums don’t present information to students from a lecturer’s point of view. Broad concepts are demonstrated to students. As they grasp broad concepts, more detailed theories, model, or facts are added for them to assimilate in a top down fashion. According to Jacqueline Grennon Brooks, “Constructing knowledge talks about how we as the learners are reformulating, registering, relooking at constantly the way that we see our world.” The constructivist curriculum is designed to engage students and stimulate learning by using interactive tools such as manipulatives and projects. Students are encouraged to learn from each other, ask questions and explore. I think one of the most appealing characteristics of this method is that the process of learning is as important as what is being learned. This is important in preparing students for higher education, life, and the work place. Traditional curriculums don’t fully lend themselves to this methodology. Most are textbook based. Because all students don’t learn the same way, traditional methods have merit. Some students learn best by building knowledge step by step without making connections until all the pieces are in place. Others will learn more using constructivist methods. Subjects like Math and Science are concept based. In these subjects, topics are hierarchically organized and easily lend themselves to interactive inquiry based learning. A curriculum with materials which allow the teacher the flexibility to use the methods and supplement with material they deem most appropriate for their students would be ideal. Constructivist teachers function as a facilitators or guides to keep learners from veering off track, by posing questions and providing feedback. It is not the teacher’s responsibility to teach, but to provide and environment for learning. Students have a major role in the process and are active learners instead of receivers of information. This is another place I see overlap between traditional and constructivist classrooms. Learning should never be a passive exercise. No matter what theory a teacher subscribes to, students have to be taught how to be mentally engaged even when they are not physically engaged. Making note of questions, making connections, exploring related topics of interest, and finding ways to apply what is learned, and should be emphasized and encouraged somehow. A major shortcoming of traditional learning environments is the assessment process. Standard tests are not always equitable methods for determining what students have achieved. Poor test takers or students who make tremendous improvement from year to year, but not be on the same level as some of their peers may be discouraged a system which judges them solely on tests. Assessment of in a constructivist classroom will be more time consuming because it will be based on individual learning. Diversifying the portfolio of work with observations, participation, and project work can work to more equitably assess and to motivate students in both environments. Students’ evaluations their own work and the process should also be a valued. Students who have been in a constructivist educational environment for an extended period of time will be independent learners. They will also be used to learning in a collaborative environment. Because inquiry based learning encourages exploration and requires communication of understanding of concepts, learners will be more apt to think “outside the box”, and have an increased ability to translate ideas into words. Early development of these skills is a definite advantage. In the right environment students who are taught using Constructivist curriculum throughout their K-12 school years should be well prepared for the “Real World”. The right environment would include manageable class sizes as well as adequate time and resources. Teaching parents how to support this method would increase the chances of success of students being taught in a Constructivist environment. There are very few ideal environments and current methods of testing academic achievement for grades, scholarships, and admission to college would need to be overhauled. I don’t expect that to happen, but do see how Constructivism incorporated into the home and classroom learning environments will make a positive difference in the development of social and critical thinking skills of students.

References Briner, Martin. "Constructivism." N.p., 1999. Web. 31 Oct 2011. . Coffey, Heather. "Zone of proximal development." //Learn NC//. University of North Carolina at Chapel Hill School of Education, n.d. Web. 31 Oct 2011. . Gray, Audrey. "Constructivist Teaching and Learning ." //Saskatchewan School Boards Association Research Centre//. N.p., 1997. Web. 31 Oct 2011. . "Constructivism and the Five E's." //Miami Museum of Science//. N.p., n.d. Web. 31 Oct 2011. .


 * = ==5 E's Lesson Components ==

**Mary Railey ** **CED505 Fall 2011 ** ||  Which career are you most interested in?  What do you need to do to prepare for that career?
 * **I. Engagement: **
 * Watch or attend a professional dance company performance.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">After the performance have students write about the performance and the roles professionals with dance degrees played in making it happen. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">II. Exploration: **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">As a group compile a list of professional careers for people with dance degrees.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Research the background, education, and experience of dance professionals in those careers. Make sure you keep notes and a list of resources for bibliography for role chart and final project.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Create a chart of Roles which includes educational requirements, experience, job opportunities, salaries, and lifestyles of people in those careers. Include a bibliography.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Prepare a list of questions you would ask professionals in each career if you could. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">III. Explanation: **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Arrange for a panel discussion for students with professionals in the careers form the list compiled. (Preferably alumni from the program at this school)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">After the panel discussion, have students update their charts based on information obtained.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At this point more detailed research and some reflection will be required to answer the questions:
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Update bibliography and roles chart ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">IV. Extension: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> This section gives students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Hold choreography and dancer auditions for a dance.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Choreography will be judged by panels of professionals and higher level students.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Dancers will be selected by the choreographers of the pieces selected for the concert and professional panel.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Have students coordinate, stage, and perform a dance concert. Those interested in teaching will work with choreographers and the instructor to teach techniques to prepare dancers for performance. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">V. Evaluation: **<span style="color: #333333; font-family: 'Verdana','sans-serif'; font-size: 12px;">This section provides assessment of student self understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Notes (25 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Demonstrates thoughtful, timely and engaged participation in tasks
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 90% of time (25 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 80% of time (20) pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 70% of time (15pt)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 60% of time (10pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 50% of time (5pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Less than 50% of the time (0 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Roles Chart (25 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Includes educational requirements for each of the careers in list created by class
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Yes (5 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">No (0 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Includes experience requirements for each of the careers in list created by class
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Yes (5 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">No (0 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Includes job opportunities available for each of the careers in list created by class
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Yes (5 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">No (0 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Includes range of salaries for each of the careers in list created by class
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Yes (5 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">No (0 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Includes lifestyles for each of the careers in list created by class. (i.e. travel schedules, seasonal or steady work, rehearsal and professional development requirements, fitness requirements, etc)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Yes (5 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">No (0 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">After the experience students will write an 8-12 paragraph paper which includes demonstration of increased understanding all dance careers and individual career goals. An assessment of current skills and accomplishments significant to selected career and a development plan should also be included. Each aspect listed below is worth 5 points. Must demonstrate clearly communicated ideas, reflections, and research of each.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">the experience
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">understanding of each career
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">which career they are interested in and how this experience impacted this decision
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">their plans for preparing for that career
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">grammar and mechanics
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Citations (10 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Each student will be evaluated by self and peers based on. Each evaluation will be assessed as shown below.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Professionalism
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Preparation
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Prepared on time for every rehearsal and performance (5pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Prepared on time at least 80% of the time (4pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Prepared on time at least 60% of the time (3pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Prepared on time at least 40% of the time (2pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Prepared on time at least 20% of the time (1pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Prepared on time less that 20% of the time. (0pt)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Ability to work with others
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Demonstrated a positive attitude towards others
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 90% of time (3 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 80% of time (2 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 70% of time (1pt)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Less than 70% of time (0pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Demonstrated clear and effective communication skills
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 90% of time (3 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 80% of time (2 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 70% of time (1pt)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Less than 70% of time (0pts)


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Performance
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Demonstrated a clear understanding of tasks required for role. When not sure, used resources available to clarify.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 90% of time (3 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 80% of time (2 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 70% of time (1pt)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Less than 70% of time (0pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Demonstrated competence in executing tasks required for role.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 90% of time (3 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 80% of time (2 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 70% of time (1pt)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Less than 70% of time (0pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Demonstrated a positive attitude toward role and tasks
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 90% of time (3 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 80% of time (2 pts)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">At least 70% of time (1pt)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Less than 70% of time (0pts) ||