Needham 5 Phase Model of Constructivism

Step Phase Aim Method

I Orientation
Pupils are given the Laboratory practical work,
opportunity to develop a solving problem,
sense of purpose and demonstration, film clips,
motivation for learning video, newspaper articles
the topic

II Elicitation of ideas Pupils make their Practical in the laboratory,

current ideas on the discussion in small groups,
lesson clear. This can be concept map, report
achieved by a variety of
activities, such as group Teacher probes the
discussion, designing students prior knowledge
posters or writing. by asking questions
Teacher misconcept

III Restructuring of Restructuring of ideas ;

ideas this is the heart of
constructivist lesson
sequence. It consists of a
number of stages,
including:
Clarification and Discussion in small groups
exchange of ideas or whole class, make a
during which pupils report
meanings and
language may be
sharpened up by
contrast with others,
and possibly
conflicting, points of
view held by other
students or
contributed by the
student
Construction of new Discussion, reading,
ideas in the light of teachers input, practical
the above work, project, experiment,
discussions and demonstration
demonstrations.
 Students here can
see that there are a
variety of ways and
interpreting
phenomena or
evidence.
Evaluation of the
new ideas either
experimentally or by
thinking through
their implications.
Students should try
to figure out the best
ways of testing the
alternative ideas.
Students may at this
stage feel
dissatisfied with
their existing
conceptions.

IV Application of Application of Ideas, where application in similar

ideas pupils are given the
opportunity to use their
developed ideas in a variety
of situations, both familiar
and novel
V Review/Reflection Students are invited to
reflect on how their ideas
have changed by drawing
comparisons between their
thinking at the start of the
lesson sequence, and their
thinking at the end.
situations such as in daily
life, solving problems,
writing reports of projects
etc
Writing of reflective
journals, self-reflection,
group discussion of
outcomes of lesson etc

The roles of constructivist and pre constructivist teachers

Pre constructivist Teaching Roles
The Teacher:
Provides information
Pre identifies important information
Helps students remember information by giving clear
explanations and examples
Continuously strives for clarity
Keeps students quiet and on task
Strives to convey all information designated for the
particular grade level
Uses threats and other punishments to motivate
Uses intraclass competition to motivate
Constructivist Teaching Roles
The teacher:
Invites students to discover information
Invites students to identify additional content that
interests them
Helps students discover information
Arranges for discontinuity
Encourages students to create learning, considers a
reasonable amount of noise and movement necessary
and acceptable
Strives to help students reach a deeper understanding
of fewer topics
Uses students personal interests to motivate
Uses interclass competition to motivate