Applying Standards-Based Constructivism

by Flynn, Pat; Mesibov, Don; Vermette, Paul J.; Smith, R. Michael

• ISBN13: 9781930556683
• ISBN10: 1930556683
• Format: Paperback
• Copyright: 2004-08-31
• Publisher: Eye on Education

Summary

This book provides teachers with practical ways of constructing lessons that will engage students and help them develop personal responsibility for their own learning. State learning standards and related core curricula require students to demonstrate what they know and understand. Students cannot learn to demonstrate their understanding if they sit passively. The authors call for constructivist practices which recognize the important role played by standards and student accountability, and which also acknowledge the practical need for lecture in an appropriate context. This book also shows the links between constructivism and differentiated instruction and other approaches to teaching and learning.

Table of Contents

Preface	v
The Way the Sections are Organized	vi
Section Heading	vi
Learning Objective	vi
Main Points	vi
Reality Check Questions	vi
Thoughts for Reflection	vi
End of the Section Assessment	vi
Examples of the Two-Step	vi
Other Details Regarding this Book	vi
About the Authors	vii
Concept Map	viii
Acknowledgements	xii
Relationship Between Standards and Constructivism	1	(8)
Examples of Constructivist--Based Standards	1	(2)
Constructivism and Standards	3	(3)
Learning Objective	3	(1)
Main Points	4	(1)
Thoughts for Reflection	5	(1)
End of the Section Assessment	5	(1)
Understanding Requires Engagement	6	(1)
Learning Objective	6	(1)
Main Points	6	(1)
Thoughts for Reflection	7	(1)
End of Section Assessment	7	(2)
The Components of the Two-Step	9	(84)
Two Steps: Exploration, Discovery	9	(2)
Exploration	11	(8)
Learning Objectives	11	(1)
Main Points	11	(8)
Exploratory Phase for a Harriet Tubman Lesson	19	(4)
Examples of an Exploratory Phase	19	(4)
Discovery Phase for a Unit on Waterways and State History	23	(8)
Discovery Phase (a Performance Task):	23	(1)
Exploratory Phase:	23	(7)
Thought for Reflection	30	(1)
End of Section Assessment	30	(1)
Sample Summary of a Two-Step	31	(1)
Discovery	31	(8)
Learning Objectives	31	(1)
Main Points	31	(7)
A Thought for Reflection	38	(1)
End of Section Assessment:	38	(1)
Sample Summary of a Two-Step	39	(1)
Interventions	39	(10)
Learning Objective	39	(2)
Main Points	41	(8)
Spontaneous Interventions	49	(9)
Teacher Observation Is Valid Assessment	50	(2)
Individualize Instruction with Spontaneous Interventions	52	(5)
Thoughts for Reflection	57	(1)
End of Session Assessment	58	(1)
Sample Summary of a Two-Step	58	(1)
Learning Objectives for a Lesson	58	(13)
Learning Objective	58	(1)
Main Points	59	(10)
Thoughts for Reflection	69	(1)
End of Section Assessment	70	(1)
Sample Summary of a Two-Step	70	(1)
Assessment	71	(14)
Learning Objective	71	(1)
Main Points	71	(1)
Three Purposes for Assessment of Student Performance	71	(1)
Strategies for Assessment of Student Performance	72	(11)
Thoughts for Reflection	83	(1)
End of Section Assessment:	84	(1)
Sample Summary of a Two-Step	84	(1)
Reflection	85	(8)
Learning Objective	85	(2)
Thoughts on Reflection	87	(3)
Thoughts for Reflection	90	(1)
End of Section Assessment:	90	(1)
Sample Summary of a Two-Step	91	(2)
How We Learn Guides How We Teach	93	(18)
Learning Grows from Confusion	95	(10)
Learning Objective	95	(1)
Main Points	95	(4)
The Two-Step Model and the Confusion that Leads to Understanding	99	(6)
Thoughts for Reflection	105	(1)
End of Section Assessment	105	(1)
Memorization and Critical Thinking	105	(3)
Learning Objectives	105	(1)
Main Point	105	(3)
Thoughts for Reflection:	108	(1)
End of Section Assessment	108	(1)
We Learn Best When We Teach Others	108	(3)
Learning Objective	108	(1)
Main Points	108	(2)
Thoughts for Reflection	110	(1)
End of Chapter Assessment	110	(1)
How Constructivism Differs from Traditional Models: A Practical Application for Teachers, Administrators, and Students	111	(44)
Interaction, Lecture, and Constructivism	113	(8)
Learning Objective	113	(1)
Main Points	113	(8)
Thoughts for Reflection	121	(1)
End of Section Assessment	121	(1)
Student Motivation through Authentic Tasks	121	(13)
Learning Objective	121	(1)
Main Points	121	(12)
Thoughts for Reflection	133	(1)
End of Section Assessment	134	(1)
The Effective Classroom Teacher	134	(17)
Learning Objective	134	(1)
Main Points	134	(16)
Thoughts for Reflection:	150	(1)
End of Section Assessment	151	(1)
The Effective Student	151	(4)
Learning Objective.	151	(1)
Main Points	151	(3)
Thoughts for Reflection	154	(1)
End of Chapter Assessment	154	(1)
Appendix A	155	(26)
Exemplars: Table of Contents.	155	(1)
Two-Step Template	156	(6)
Seed Inquiry	162	(7)
Explorer's Resume	169	(6)
Museum Box Personal Profile	175	(6)
Appendix B	181	(4)
The Two-Step and Other Models	181	(1)
Viewing the Two-Step with Other Models of Learning from Teaching	181	(1)
Madeline Hunter's Mastery Teaching Model	181	(1)
Trowbridge, Bybee, and Powell's 5E Model	182	(1)
Marzano's Dimensions of Thinking/Learning	183	(1)
Differentiated Instruction	183	(1)
Understanding by Design	183	(1)
Summary of Conclusions	184	(1)
References	185