© 2022 IJRTI | Volume 7, Issue 8 | ISSN: 2456-3315

Constructivist Lesson Planning: Theory and practice in the

Subject of English
1
Khushbuben N. Makwana and 2Dr.Patralekha A. Barad
1
Ph.D.ResearchScholar, Vivekanand College for B.Ed.
Under the Faculty of Education
Veer Narmad South Gujarat University, Surat. Gujarat, India and 2Principal
Vivekanand College for B.Ed. and Dean Faculty of Education Veer Narmad South Gujarat University, Surat, Gujarat, India

Abstract: -
This Constructivist teaching builds curriculum based on student interest and development level. This paper aims at
developing a constructivist lessons plan in English for the students through the teachers are familiar with the concept of
constructivist they face difficulty in class. It is student- centred rather than teacher centred in which teacher as a
facilitator. Authors through this study explore the ways and means of organizing a constructivist lesson and illustrate a
lesson in action which was held during the student teacher situation.
Key words: - Constructivist, Lesson planning.

Developments in Constructivism: -
The concept of constructivism has its roots in Socratic Dialogue. Then, Jean Piaget and John Dewey’s contribution led to the
evolution of constructivism. Lev Vygotsky introduced social aspect of learning while Jerome Burner initiated curriculum change
based on the notion that learning is active, social processes in which students construct new ideas or concept based on their
current knowledge. Constructivist environments were dramatically changed with the groundbreaking work of pre-knowledge.
Today, Constructivist approach is widely discussed and used in many of the schools. National Council for Teacher Education
(NCTE) and National Council for Educational Research & Training (NCERT) in their documents for curriculum revision
emphasized the constructive lesson planning. Simply put, constructivist learning is based on student’s active participation in
problem solving and critical thinking regarding a learning activity which they find relevant and engaging.
Objective: -
The objective of this research paper is to develop a constructivist lesson plan in English for secondary school students.

Methodology: -
One of the students constructed the following lesson plan under first author’s guidance and taught in the school. The objectives
and specifications area deals with the purposes of cognitive, affective and psychomotor domains with the specific aspects of
behavioural outcomes. The teaching learning points discuss the content as concepts.
(The vertical lines shown here is the same length, as are the diagonal lines attached to the end of the vertical. But the arrangement
of the diagonal lines causes lines A to appear longer than line B.)

The German theorists were also fascinated by perception- the way we interpret things that we sense and observe. When they
asked subjects to illusions of various kinds, they discovered that individuals interpret what they see in terms of the arrangement of
stimuli. When you look at the two vertical lines in above Figure, the converging lines at the end of line A cause it to appear than
line B. Yet, all the lines in A and Bare exactly the same length. The way they are arranged cause them to look different. The
converging lines at the ends of line A “draw” the vertical line outward; those at the end of the line B seem to shorten it.
The German psychologists also discovered that our perceptions are influenced by past experience and current interests in same
condition of students experience and current interest. Several individuals may look at the same word, yet their interpretations of
the identical with their knowledge.
The steps of the constructivist lesson plan are:
5Es Suggested Activity What the Teacher Does What the Student Does

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Engage  Demonstration  Creates interest.  Asks questions such as,

 Reading  Generates curiosity. Why did this happen?
 Free Write  Raises questions. What do I already know
 Analyze a Graphic  Elicits responses that uncover about this? What can I
Organizer what the students know or found out about this?
 KWL think about the concept/topic.  Shows interest in the
 Brainstorming topic.

Explore  Perform an  Encourages the students to  Thinks freely but within

Investigation work together without direct the limits of the activity.
 Read Authentic instruction from the teacher.  Tests predictions and
Resources to Collect  Observes and listens to the hypotheses.
Information students as they interact.  Forms new predictions
 Solve a Problem  Asks probing questions to and hypotheses.
 Construct a Model redirect the students’  Tries alternatives and
investigations when discusses them with
necessary. others.
 Provides time for students to  Records observations
puzzle through problems. and ideas.
 Suspends Judgment.
Explain  Student Analysis &  Encourages the students to  Explains possible
Explanation explain concepts and solutions or answers to
 Supporting Ideas with definitions in their own others.
Evidence words.  Listens officially to
 Structured Questioning  Asks for justification others’ explanations.
 Reading and (evidence) and clarification  Questions others’
Discussion from students. explanations.
 Teacher Explanation  Formally provides definitions,  Listens to and tries to
 Thinking Skill explanations, and new labels. comprehend explanations
Activities: compare,  Uses students’ previous the teacher offers.
classify, error experiences as basis for  Refers to previous
analysis explaining concepts. activities.
 Uses recorded
observations in
explanations.
end  Problem Solving  Expects the students to use  Applies new labels,
 Decision Making formal labels, definitions, and definitions, explanations,
 Experimental Inquiry explanations provided and skills in new, but
 Think Skill Activities: previously. similar situations.
compare, classify,  Encourages the students to  Uses previous
apply apply or extend the concepts information to ask
and skills in new situations. questions, propose
 Reminds the students of solutions, make
alternative explanations. decisions, and design
 Refers the students to existing experiments.
data and evidence and asks,  Draws reasonable
what do you already know? conclusions from
Why do you think…? evidence.
 Strategies from Explore apply  Records observations
here also. and explanations.
 Checks for
understandings among
peers.

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Evaluate  Any of the Above  Observes the students as they  Answers open-ended
 Develop a Scoring apply new concepts and skills. questions by using
Tool or Rubric  Assesses students’ knowledge observations, evidence,
 Test and/or skills. and previously accepted
 Performance  Looks for evidence that the explanations.
Assessment students have changed their  Demonstrates an
 Produce a Product thinking or behaviors. understanding or
 Journal Entry  Allows students to assess knowledge of the
 Portfolio their own learning and group- concept or skill.
process skills.  Evaluates his or her own
 Asks open-ended questions, progress and knowledge.
such as: Why do you think…?  Asks related questions
What evidence do you have? that would encourage
What do you know about x? future investigations.
How would you explain x?

Lesson Plan
Learner’s
Competencies Learning Text and Visuals Teaching Learning Experience
Activity

The learner
The teacher will ask the learner to will count the
Grouping count 1, 2, 3, in this way he will number.
divide the class in three groups. They will
form a group.

Megha went to buy a present for her

on the
To develops the Small dolls
top shelf
skill of writing sister.
technique. airplane The teacher will distribute the side The learners
in the given activity on handout to the will discuss
Cousin. The s
window trainee teacher of Group – 1. about the
To develop the Baby teddy information
in the with their
skill of writing brother bears
case He will ask the learner to make a partners.
dialogue
dialogue from the given information.
Look very nice, she said to the shopkeeper.
What kind of doll do you want?
To develop the airplane
skill of writing He will also ask them to write a The learners
teddy bear paragraph from the given task. will make
paragraph.
The shopkeeper, ‘I have dolls that walk. dialogue
Airplanes that fly. Appropriately.
Todevelop the Teddy bears that cry.
skill of using the ‘I want one that you can make yourself.
technique. is soft.
The learners
you can dress and undress.
will make
said Megha
paragraph
‘Oh, I don’t have those, said the
Appropriately.
shopkeeper. ‘Won’t these do?’

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Learning Text and Teaching Learning

Competencies Learner’s Activity
Visuals Experience

To develops the Fill the blank to make The teacher will distribute
skill of writing complete word and use the side given activity on The learners will discuss about the
technique. the word in sentence. handout to the trainee information with their partners.
teacher of Group – 2.
rec _ _ ve c _ _ ling
To develop the h _ _ fer b _ _ ge.
skill of writing dec _ _ ve pl _ _ se He will ask the learner to The learners will make word and also
spelling fill the missing word to make a sentence Appropriately.
ch _ _ t sh make a meaningful word
tr _ _ t str _ _t and he also asks to make
To develop the a sentence using the
skill of using the Arrange the letters of the word.
word in sentence. word to make a complete The learners will make word and also
word and use the word in make a sentence Appropriately.
sentence.
To develop the
skill of using the vienmenront He will ask the learner to
technique. cendsed arrange the letter to make They will also speak when teacher ask.
timmoc a meaningful word from
denpretis the given word and he
geualang also asks to make a
sentence using the word.

Teaching Learning
Competencies Learning Text and Visuals Learner’s Activity
Experience

The teacher will distribute The learners will discuss

To develops the Supply the punctuation marks to the the side given activity on about the information
skill of writing below given sentences. handout to the trainee with their partners.
technique. teacher of Group – 3.
1. site ate an apple today
2. our school is closed on Sunday
3. why didn’t you ask teacher The learners will add
To develop the about this asked rope He will ask the learner to punctuation mark and
skill of writing add punctuation mark to make a sentence
capitals and make a meaningful Appropriately.
punctuation mark. Rewrite the given below paragraph sentence.
with the proper punctuation marks
and capitals.

a man ordered a large pizza do you want

me to cut it into six pieces of eight asked
To develop the the waiter better make it six i don’t think He will ask the learner to The learners will add
skill of writing i can eat eight pieces the man said add punctuation and capital punctuation mark &
capitals and letter to make a meaningful capital and make a
punctuation mark sentence. sentence Appropriately.
and spacing to the Rewrite the below given sentence with
sentences. correct spacing.

Fromtheverybeginningmilkhasbeentreate
das
To develop the Theperfectfood. He will ask the learner to The learners will add
skill of using the space and punctuation mark space, punctuation mark
technique. to make a meaningful & capital and make a
sentence. sentence Appropriately.
.

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Chalkboard Summary
“THE AIM OF EDUCATION IS NOT TO MAKE LIVING; BUT TO MAKE LIFE.” _ M.K.GANDHI

Teaching Writing
Technique to develop writing

Group-1 Group-2 Group-3

Megha went to buy a present for her small sister. - Environment - Sita ate an apple today.
The dolls on the top shelf look very nice, she said to - Descend - Our school is closed on
the shopkeeper. What kind of doll do you want? - Commit Sunday.
Asked the shopkeeper, I have dolls that walked. ‘I - President
want one that you can make yourself, Said Megha. - language
‘Oh, I don’t have those, said the shopkeeper. Won’t From the very beginning milk has
this do? been treated as the perfect food.

Techniquesof writing  Syntax

 Blank filling
 Substitution Tables  vocabulary collection
 Select the word from the box and write a paragraph or dialogue  completion - sentence,
 Spelling and punctuation dialogue
 Identified correct spelt word  Production
 Blank filling activities  Opening sentence
 Jumbled word  Using diagram
 Capital and stops  first and last sentence
 Sentence  Topic sentence
 Paragraph  Writing Process
 Space  Using picture
 Description/ Narration
 using Map
 Diagram, figure, charts,
etc.

Conclusion: -
Constructive Approach is the formation of skills, and the ability to develop and use content, that is so vital to the classroom
experience today. 5E learning provide the students are integrated and related to the opportunity to explore, investigate and explain
.It helps students demonstrate their understanding of the Learning goals and outcomes.
Constructivist lesson planning, the teacher needs to decide what content and skills can be taught through conventional and what
content and skills through constructive mode as the benefits of using constructivist classroom learning design outweigh that of
traditional type teachers have to prefer constructivist mode of teaching provided the students are motivated availability of
infrastructure.

References: -

1. Chandrakant Bhagyata, (2003). Adhyapan Prayojit Manovigyam, Ahmadabad.

2. Jean Piaget, (1966). The origins of intelligence in children, International University press, New York.

3. Piaget’s Development theory, (1973). Cognitive Constructivism Accessed.

4. Http://PDTS.UH.EDU/SRMEHALL/THEORY/CONGNITIVE.HTML.

5. Rodger W. Bybee, (2015). The BSCS SE Instructional Model, creating Tea chable Moments NSTA Press (National
Science Teacher Association) ISBN 978-941316-00-9.

6. Robert F. Biehler. Psychology Applied to Teaching ISBN-0-395-25489-2.

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