Constructivist Learning Design : Key Questions for Teaching to Standards

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Format: Hardcover
Pub. Date: 2006-01-06
Publisher(s): Corwin Pr
List Price: $93.03

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Summary

"Very practical and user-friendly . . ." --Linda R. Kroll, Professor Department of Education, Mills College Build student-centered learning into your standards-based curriculum and lesson plans! Educators expect learners to solve problems, think critically, communicate effectively, and collaborate well. These complex processes require young learners to engage in active learning and to understand that their own experience is the foundation for new learning. They also require teachers to move from the traditional role of "sage on the stage" to the new role of "guide on the side." Constructivist Learning Design offers teachers a six-step framework for lesson planning and assessment: Situation : develop goals, tasks, and curriculum standards Grouping : group students and materials, and use cooperative learning Bridge : recall prior knowledge using studentsa?? cognitive maps, skills, values, motivation, and expectations Task : use higher-level thinking skills and problem-based learning Exhibit : arrange student portfolios and work samples Reflection : synthesize critical thinking and knowledge With clear classroom applications and ready-to-use planning templates, this research-based resource guides teachers through the complex process of aligning constructivist learning events with standards-based curriculum. Engage students in tasks, help them think for themselves, and support them in making meaning of their learning!

Table of Contents

Foreword ix
Richard A. Schmuck
Preface xiii
Acknowledgments xxiii
About the Authors xxv
Introduction: Learning Design 1(2)
Situation Section: Constructivist Learning Design
3(5)
Elements of the Design
4(4)
Groups Section: Learning Considerations
8(3)
Bridge Section: What Is Learning?
11(2)
Task Section: Learning Characteristics
13(5)
Exhibit Section: Fairy Tales Learning Episodes
18(1)
Reflection Section: Precedents for Constructivist Learning Design
19(7)
Concluding Remarks: Where Do We Stand?
26(3)
Designing Situations
29(28)
Situation Section: Defining Guiding Questions
30(4)
Purpose of a Situation Element
31(1)
Topic for a Situation Element
31(1)
Assessment in a Situation Element
32(2)
Groups Section: Co-Constructing the CLD
34(4)
Considerations for Designing a Situation Element
35(3)
Bridge Section: Questions for Analyzing Situations
38(1)
Task Section: Revising a Situation Element
39(4)
Characteristics of a Situation Element
39(4)
Exhibit Section: Example Situation Elements
43(5)
Reflection Section: Precedents for a Situation Element
48(4)
Concluding Remarks: Thoughts on Designing Situations
52(5)
Organizing Groups
57(28)
Situation Section: Deciding on Groups
59(5)
Purpose of a Groups Element
59(1)
Topic for a Groups Element
60(1)
Assessment in a Groups Element
61(3)
Groups Section: The Power of Collaborative Thinking
64(4)
Considerations for Organizing a Groups Element
66(2)
Bridge Section: Questions for Forming Groups
68(1)
Task Section: Revising a Groups Element
68(7)
Characteristics of a Groups Element
71(4)
Exhibit Section: Example Groups Elements
75(3)
Reflection Section: Precedents for a Groups Element
78(6)
Concluding Remarks: Thoughts on Arranging Groups
84(1)
Building Bridges
85(24)
Situation Section: Surfacing Prior Knowledge
86(4)
Purpose of a Bridge Element
87(1)
Topic for a Bridge Element
87(1)
Assessment in a Bridge Element
88(2)
Groups Section: Connecting With Student Thinking
90(3)
Considerations for Building a Bridge Element
92(1)
Bridge Section: Questions for Structuring Bridges
93(1)
Task Section: Revising a Bridge Element
94(6)
Characteristics of a Bridge Element
96(4)
Exhibit Section: Example Bridge Elements
100(1)
Reflection Section: Precedents for a Bridge Element
100(6)
Concluding Remarks: Thoughts on Building Bridges
106(3)
Crafting Tasks
109(26)
Situation Section: Crafting a Task
111(4)
Purpose of a Task Element
112(1)
Topic for a Task Element
112(1)
Assessment in a Task Element
113(2)
Groups Section: Thinking Together to Make Meaning
115(4)
Considerations for Crafting a Task Element
116(3)
Bridge Section: Questions for Framing Tasks
119(1)
Task Section: Revising a Task Element
120(4)
Characteristics of a Task Element
121(3)
Exhibit Section: Example Task Elements
124(6)
Reflection Section: Precedents for a Task Element
130(2)
Concluding Remarks: Thoughts on Crafting Tasks
132(3)
Arranging Exhibits
135(26)
Situation Section: Defining the Nature of an Exhibit
136(5)
Purpose of an Exhibit Element
137(1)
Topic for an Exhibit Element
137(1)
Assessment in an Exhibit Element
138(3)
Groups Section: The Power of Students Presenting Their Thinking
141(3)
Considerations for Arranging an Exhibit Element
141(3)
Bridge Section: Questions for Encouraging Exhibits
144(2)
Task Section: Revising an Exhibit Element
146(5)
Characteristics of an Exhibit Element
146(5)
Exhibit Section: Example Exhibit Elements
151(2)
Reflection Section: Precedents for an Exhibit Element
153(5)
Concluding Remarks: Thoughts on Arranging Exhibits
158(3)
Leading Reflections
161(24)
Situation Section: Leading Reflection on Thinking
162(3)
Purpose of a Reflection Element
163(1)
Topic for a Reflection Element
163(1)
Assessment in a Reflection Element
164(1)
Groups Section: Reflecting on Making Meaning
165(3)
Considerations for Leading a Reflection Element
166(2)
Bridge Section: Questions for Inviting Reflections
168(2)
Task Section: Revising a Reflection Element
170(6)
Characteristics of a Reflection Element
171(5)
Exhibit Section: Example Reflection Elements
176(2)
Reflection Section: Precedents for a Reflection Element
178(6)
Concluding Remarks: Thoughts on Leading Reflections
184(1)
Teaching Designs
185(14)
Dancing a Design
186(1)
Pacing, Rhythm, and Footwork
187(1)
Choosing Music for the Dance
188(1)
Rehearsing the Dance
189(3)
A Tale of Three Dancers
192(3)
Dancing Together
195(2)
Inviting Administrators to the Dance
197(1)
Inviting Others to the Dance
197(2)
Resources 199(14)
References 213(4)
Index 217

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