Constructivist Learning Design : Key Questions for Teaching to Standards

by George W. Gagnon

• ISBN13: 9781412909556
• ISBN10: 1412909554
• Format: Hardcover
• Copyright: 2006-01-06
• Publisher: Corwin Pr

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