Constructivism
The following charts will assist you in understanding the constructivist principles of the three models (CIM, POE and CCM) and how they are applied to these lessons.
Constructivist Instructional Model (CIM) (Driver & Oldham, 1986)
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Criteria
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Application to this lesson
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| Identify learners’ views and ideas (prior knowledge) |
- Brainstorming session on possible reasons for there being a high number of Aboriginal students identified with special needs. Make predictions as to why.
- Use CMap to create a concept map of prior knowledge of Assimilation, Euro-centrism, Aboriginal Culturalism and Diversity.
- Read the essay.
- Personal Reflection on issues that arose from the essay. What assumptions did the essay challenge?
- Update concept map.
- Preview the Online Video Presentation: What I learned in Class Today: Aboriginal Issues in the Classroom
- Online Discussion: Post and respond to individual reflections.
- Provide stimuli (guidance and discussion) about ground rules for online discussions). Use online discussions to assist students in modifying their ideas and views.
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| Create opportunities for the learners to explore their ideas and test their robustness in explaining phenomena, accounting for events and making predictions |
| Provide stimuli for students to develop, modify and where necessary, change their ideas and views |
| Support their attempts to rethink and reconstruct their ideas and views |
Prediction, Observation & Explanation Model (POE) (White & Gunstone, 1992a)
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Criteria
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Application to this lesson
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| Given a situation, learners are asked to predict and explain the next outcome; |
- Preview the Online Video Presentation: What I learned in Class Today: Aboriginal Issues in the Classroom
- Predict how to use this information to guide them in their own classroom discussions with their students.
- Predict answers to the tough questions.
- Review specific video sections and test predictions with peers.
- Individual Reflection regarding assumptions of Aboriginal students
- Online Discussion: Asking the important questions and providing explanations for observations and predictions.
- Developing new understandings of the discussion content and methods of hosting such a discussion. Determine who to ask or where to find the answers to the important questions.
- Review, reflect and check for new understandings.
- Practice the new skills in the classroom.
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| Learners test their predictions and explanations by making accurate observations |
| Check observations against their predictions and explanations |
| If the observation is inconsistent with their predictions and explanations, then a search for appropriate explanation should be promoted |
| New understanding should be reinforced through practice problems, questions and activities |
Conceptual Change Model (CCM) (Posner, Strike, Hewson, & Gertzog, 1982)
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Criteria
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Application to this lesson
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| To seek new understanding, there must exist a dissatisfaction with the existing conception |
- Present students with the data that indicates a high number of Aboriginal students identified with special needs (over-representation).
- Discussion about what the data means and why this is a critical issue.
- Discussion about how to manage a classroom discussion in which there is awkwardness.
- Formulate new concept as to why this over-representation may exist.
- Formulate ideas regarding best practice for such discussions in the classroom.
- Flowchart Activity regarding video incident. Create new outcomes/solutions for such incidents in the classroom.
- Update concept map with new information
- Online Discussion forum
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| The new concept must be intelligible (meaningful) |
| The new concept must also be plausible (reasonable) |
| The new concept must be fruitful (able to satisfactorily resolve the mental conflict or dissonance) |
