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Lesson Plan with Constructivist Approach

Lesson Plan with Constructivist Approach

Anonymous Author

Master of Education in Advanced Teaching, University of the People

EDUC 5210: Unit – 3 Observational, Social Learning, & Constructivism in the Classroom

Dr. Samuel Amponsah

September 24, 2020

I believe that every student has an individual need and interest for learning. As “Tomlinson describes
differentiated instructions as factoring students’ individual learning styles and levels of readiness first
before designing a lesson plan” (Weselby, C., 2020, para.2), knowing the learning needs and
preferences of each student would help plan the lesson with differentiated learning. Varied learning
engagements are created in my classroom to provide students with different learning experiences based
on their interests & needs. “According to Tomlinson, teachers can differentiate instruction through four
ways: 1) content, 2) process, 3) product, and 4) learning environments (Weselby, C., 2020, para.8).
According to theory of multiple intelligences, MI (Howard Gardner, 1983), human beings have
different kinds of intellectual strengths and these strengths are very important in how children learn
based on eight intelligences (edutopia.org., 2009). I see Tomlinson’s ways for differentiated
instructions and MI theory in UDL (Universal Design Learning) that helps educators meet the goals of
21st century by providing a framework for understanding how to create curricula that meets the needs
of all learners from the start. UDL is composed of three principles which are based on neuroscience
research, guide UDL and provide the underlying framework for the guidelines (CAST, 2018).
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Lesson Plan with Constructivist Approach
Here is my Math lesson of grade 6 that I usually design with UDL.

Math activity designed with UDL: Students will have to design a garden, house or any place they
like, determining the shapes (regular polygons, circles, irregular shapes and composite figures) for the
design and calculate the area and perimeter of the design.

Learning Targets: Determine geometric shapes to design and calculate the area and perimeter

Activity Steps on UDL principles and guidelines:

Step-1: Anticipatory Set

UDL principle & guidelines: multiple means of representation -activates prior knowledge;

alternate auditory and visual information; and highlights big ideas.

2. Students will create a study guide of their choice either manually (using paper/pen) or digital

(MS word or paint) including all the formulas they have learnt. This activity addresses UDL

principles: multiple means of representation- customize display of information; multiple means

of engagement- increase individual choice; multiple means of action and expression supporting

the guidelines – choice of media for communication.

Step-2: Model New Knowledge and Guided Practice: Students will be provided different options for
new knowledge acquaintance and guided practice. The options are 1) meeting with teacher for mini
lesson, 2) review examples from the textbook (hard copy or digital-online resources), 3) watching video
of lesson demonstration 4) Visit samples for practicing problems. This activity addresses UDL
principles and guidelines: multiple means of representation– providing alternative for auditory and
visual information; multiple means of engagement– increase choice, vary levels of challenge; multiple
means of action and expression– provide ways to scaffold practice and performance.
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Lesson Plan with Constructivist Approach

Step-3: Independent Practice: Students will share the shapes used in the design and will work
independently practicing some problems and by finding the areas and perimeters of the shapes used in
the design. This activity addresses UDL principles: multiple means of engagement – increase
individual choice and enhance relevance.

Step-4: Cooperative Learning Groups: Students will work in small groups to complete the design
and project the design provided with different options- tangible, creating a blue print, video, skit, song,
or PowerPoint. UDL principles addressed in the activity are-multiple means of engagement-vary levels
of challenge foster collaboration; multiple means of action and expression – provide ways to respond,
choice of media for communication, support planning and strategy development.

Assessment Strategy: Self- Assessment & Peer-Assessment (Formative Assessments)

As observed and studied, UDL supports constructivist learning principles. UDL strategies and

methods encourage development of expert learners though personal engagement and motivation. It

is noted that the principles of constructivism are implemented in my UDL lesson plan. During the

lesson, students are put in Vygosky's ZPD to scaffold their understanding (observed in step 1 & step 2

of the lesson plan) from the videos that are provided as initial information of support, and there by

completing parts of the tasks individually, and finally completing the task collaborative task applying

each ones' understanding to abstract thinking. Peer Collaboration is applied through Cooperative

groups where each student has assigned opportunities, working with peers through shared social

interactions. Implementing further principles of constructivism in the development of learning

environments, the lesson plan demonstrates the setting up real-world environments in relevant contexts

of learning, focusing on solving real-world problems, facilitating strategies for problem-solving,

providing multiple representations or views on the content, adjusting instructional goals and objectives

(as observed in step 3 & step 4). The assessment strategies and tools used during the lesson facilitate

students as evaluating tools for a self-analysis to formulate their own meaning and peer assess. During

peer assessments, students learn and develop while engaged in interactions with others (in connection

to ZPD) (Schunk, D. H., 2012). Students are provided with open ended tasks tools which enable them

to interpreting lenses of the world on their own, sharing their own point of view, and viewing the more

knowledgeable others (MKO) as altering (in ZPD), in other words, pointing to an 'other' who is the

more knowledgeable at different stages of thinking about or solving a problem (Abtahi, Y., 2017). This

constitutes as an alternative view of learning that are learner-centered. The emphasis was on the

individual’s prior beliefs, knowledge, and skills during instruction.

As I study my math lesson plan which is presented in the assignment, I realize that reciprocal teaching

is the missing part which I would want to add in my math lesson plan applying 4 strategies of reciprocal

teaching: predicting, clarifying, questioning, and summarizing as steps in cooperative learning groups.
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Lesson Plan with Constructivist Approach

References:

Weselby, C., (2020). What is Differentiated Instruction? Examples of How to Differentiate Instruction
in the Classroom. Resilient Educator. Retrieved from https://resilienteducator.com/classroom-
resources/examples-of-differentiated-instruction/

edutopia.org., (2009). Multiple Intelligences. Big Thinkers: Howard Gardner on Multiple Intelligences.
Retrieved from https://www.edutopia.org/multiple-intelligences-howard-gardner-video

CAST (2018). Universal design for learning version 2.2 (graphic organizer), Wakefield, MA: Author.
Retrieved from file:///C:/Users/lenovo1/Downloads/udl_guidelines_2018.pdf

Abtahi, Y., 2017. The 'More Knowledgeable Other': A Necessity in the Zone of Proximal
Development? Retrieved from :
https://www.researchgate.net/publication/318780971_The_'More_Knowledgeable_Other'_A_Necessi
ty_in_the_Zone_of_Proximal_Development

Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.
Retrieved from:
https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=A
S%3A273549456019456%401442230680395