Common Knowledge Construction Model

Overview

The Common Knowledge Construction Model, by Jazlin V. Ebenezer's & Sylvia Connor, is a constructivist model to facilitate learning. It is a very good structure for planning and instruction as well as guiding educators in their reflection of student achievement and their professional development.

The model's instructional design is closely aligned with a constructivist learning theory. This match of instruction to how people learn is powerful to guide teaching and to facilitate learning. The same combination provides a beneficial framework for teachers to reflect on their teaching and their student's learning and for their students to assess their learning progress.

Uses of the Common Knowledge Construction Model

The exploration of the common knowledge construction model considers how it explains how people learn; and how it can guide educator's planning, teaching, and instructional methodologies. See also General teaching model overview and other teaching syntaxes.

Teacher's use

Teachers use a common knowledge construction model to

1. Understand (learn) and facilitate construction of their content knowledge as well as the different ways their students and other learners understand the content knowledge.

2. As an instructional model to make informed decisions on how to guide students in their personal construction of knowledge about their world.

Student's use

Students use a common knowledge construction model to actively construct knowledge about a topic they are investigating and to understand the process of learning in general.

Processes of constructing knowledge (learning)

  1. Explore
  2. Categorize
  3. Construct
  4. Negotiate
  5. Translate
  6. Extend
  7. Reflect
  8. Assess

These processes and their interactions are represented in the following diagram and each is described next.

Common knowledge construction model

Exploring and Categorizing processes

Teacher continuously explore and categorize their understanding by questioning and reflecting.

Teacher continuously explore and categorize their instructional methods.

Students continuously explore and categorize their understanding.

Constructing and Negotiating

Teacher continuously Construct and Negotiate their understanding.

Teacher continuously Construct and Negotiate on their instructional methods.

Students continuously Construct and Negotiate their understanding.

Translating and Extending

Teacher continuously Translate and Extend their understanding by questioning and reflecting.

Teacher continuously Translate and Extend their instructional methods.

Students continuously explore and categorize their understanding.

Reflecting and Assessing

Teacher continuously reflect and assess on their understanding.

Teacher continuously reflect and assess their instructional methods.

Students continuously reflect and assess their understanding.

 

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