Constructivist Approaches to Instruction

Based on the guidelines found in the unit Constructivism, the lesson plan should include the 4 characteristics of constructivism:
Learners construct understanding
New learning depend on current understanding
Social interaction increases learning
Authentic tasks promote understanding


Lesson plan
Subject: Math
Grade: 4
Topic: Identifying Prime Numbers
Objectives:
Objective 1: Recognize and define a prime number.
Objective 2: Collect and record data.
Objective 3: Make conclusions based on the data.
Materials:
20 counters per student (perhaps beans or pennies)
1 cup or container for each student
Paper and pencil for each student
Clear desktop/surface for working
Overhead to project example (or draw on chalkboard)
Warm-up activity:
There are many ways that we can categorize numbers. What types of numbers do we know? (Students may list odd/even, positive/negative, counting numbers, fractions, integers, whole numbers . . .)
Lesson:
All numbers can be grouped. Some will have more than one correct way to group them. (Do the first number grouping together. Remember to explore the multiple groupings using a composite number!)
1.Students place 20 counters in a cup on their workspace.
2.Students are given a number to practice grouping. (Teacher selects a composite number and writes the number on the board. Try a prime number after students have grasped the grouping concept.)
3.Students count out the correct number of counters and place them on their workspace. Leave remainders in the cup.
4.Students then determine a grouping by placing them into even rows.
5.Students chart the information: Number Value, Number of Possible Groupings.
Triggering Questions:
What did you find out about numbers and groupings? (Students should discover that the size of a number does not correlate with the amount of possible groupings.)
Taking Action:
Explain the concept of prime numbers and composite numbers without using the grouping explanation. Have students re-explain prime and composite numbers using the grouping terminology.
Conclusion:
You have seen that numbers have patterns. You may have noticed prime numbers exist as big numbers and small numbers. The smallest prime number is two. The largest prime number is at infinity. Composite numbers exist both as large and small numbers. The smallest composite number is four. The largest composite number is at infinity. Grouping is the key to determine if a number is prime or composite. These groupings are also known as factors. You are now explorative mathematicians.


Reflection:
1. Some difficult aspects of planning a lesson are:
The student’s background knowledge as well as their diversity. (the teacher must be aware of the diversity of students in order to actively involve all her students in the learning process.)
In the constructivist lesson, the teacher must become a questioner of students to find out how they are learning as well as what they have learned. (difficult aspect: teacher has to choose specific questions to guide student’s thinking)

2. Planning a constructivist activity is different from other types of lesson by:

Constructivist lesson
“Other” lessons
Std questions and interests are valued.
Strict adherence to fixed curriculum is highly valued.
Materials include primary sources of material and manipulative materials. (relation with real life materials)
Materials are primarily textbooks and workbooks.
Learning is interactive, building on what the student already knows.
Learning is based on repetition.
Teachers have a dialogue with students, helping students construct their own knowledge. (active learning)
Teachers disseminate information to students; students are recipients of knowledge. (passive learning)
Teacher's role is interactive, rooted in negotiation.
Teacher's role is directive, rooted in authority.
Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.
Assessment is through testing, correct answers.
Knowledge is seen as dynamic, ever changing with our experiences.
Knowledge is seen as inert.
Students work primarily in groups
Students work primarily alone.