7E Model: Building a Theoretical Bridge between Learning Theory and an Inclusive Classroom

Abstract

The constructivist paradigm has significantly reshaped contemporary educational practices by emphasizing learners' active role in constructing knowledge through experience and interaction. This paper explores the integration of constructivist theory with the 7E instructional model—Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend—as a comprehensive framework for promoting inclusive classroom practices. The study aims to build a theoretical bridge between constructivist learning principles and the operational dynamics of the 7E model to support diverse learners, including those with varied cognitive, linguistic, and socio-cultural backgrounds. Through an in-depth theoretical analysis, this paper examines how each phase of the 7E model aligns with key tenets of constructivism such as scaffolding, prior knowledge activation, social negotiation, and reflective thinking. The study further investigates how the model’s flexible and inquiry-driven structure enables differentiated instruction and fosters an inclusive learning environment. Emphasis is placed on the model’s potential to accommodate multiple learning styles, promote equitable participation, and cultivate higher-order thinking skills across diverse student populations. Drawing on recent literature, classroom case studies, and cognitive learning theories, the research illustrates that the 7E model not only operationalizes constructivist ideals but also enhances accessibility, engagement, and achievement in inclusive settings. The paper concludes by offering pedagogical implications for educators, recommending strategic adaptations of the 7E model to address the unique needs of all learners. This theoretical bridge aims to contribute to the evolving discourse on equitable, student-centered education within the framework of constructivist pedagogy.