Build student-centered learning into your standards-based curriculum and instructional practice! Educators expect learners to solve problems, think critically, communicate effectively, and collaborate well. These complex processes require an approach to learning that is much more than memorizing facts. To truly succeed, young learners need to engage in active learning and understand that their own experience is the foundation for new learning. Constructivist Learning Design for the Standards-Based Classroom balances the required learning of facts and concepts with the hands-on learning of…mehr
Build student-centered learning into your standards-based curriculum and instructional practice! Educators expect learners to solve problems, think critically, communicate effectively, and collaborate well. These complex processes require an approach to learning that is much more than memorizing facts. To truly succeed, young learners need to engage in active learning and understand that their own experience is the foundation for new learning. Constructivist Learning Design for the Standards-Based Classroom balances the required learning of facts and concepts with the hands-on learning of experience. The Constructivist Learning Design (CLD) model uses six fundamental elements to provide a different way of thinking about learning and teaching: o Situation: develop goals, tasks, and curriculum standards o Grouping: group students and materials, and cooperative learning o Bridge: recall prior knowledge using students' cognitive maps, skills, values, motivation, and expectations o Task: use higher level thinking skills and problem-based learning o Exhibit: arrange student portfolios and work samples o Reflection: synthesize critical thinking and knowledge With clear classroom applications and ready-to-use planning templates, this excellent resource will guide teachers through the complex process of aligning constructivist learning with standardized outcomes and goal-centered curriculum. Engage students in tasks, help them think for themselves, and support them in making meaning of their learning!Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
George W. Gagnon, Jr. is the Director of K-12 Partnerships in the College of Engineering at the University of California, Berkeley. He works with teacher and parent partners to support students who would be the first generation in their family to be engineers or scientists. George uses Math Models he has designed to support students in developing a conceptual understanding of mathematics. George has studied learning for thirty years as a teacher, principal, and teacher educator. Now he applies his research on constructivist learning design, appropriate assessment, and learning communities to encourage educational equity in urban public schools. George and Michelle live in Oakland, California, and are actively involved with the neighborhood public schools their children attend.
Inhaltsangabe
Preface Acknowledgments About the Authors Introduction: Learning Design Situation Section: Constructivist Learning Design Groups Section: Learning Considerations Bridge Section: What Is Learning? Task Section: Learning Characteristics Exhibit: Fairy Tales Learning Episodes Reflection Section: Precedents for Constructivist Learning Design Concluding Remarks: Where Do We Stand? Chapter 1: Designing Situations Situation Section: Defining Guiding Questions Groups Section: Co-constructing the CLD Bridge Section: Questions for Analyzing Situations Task Section: Revising a Situation Element Exhibit Section: Example Situation Elements Reflection Section: Precedents for a Situation Element Concluding Remarks: Thoughts on Designing Situations Chapter 2: Organizing Groups Situation Section: Deciding on Groups Groups Section: The Power of Collaborative Thinking Bridge Section: Questions for Forming Groups Task Section: Revising a Groups Element Exhibit Section: Example Groups Elements Reflection Section: Precedents for a Groups Element Concluding Remarks: Thoughts on Arranging Groups Chapter 3: Building Bridges Situation Section: Surfacing Prior Knowledge Groups Section: Connecting With Students' Thinking Bridge Section: Questions for Structuring Bridges Task Section: Revising a Bridge Element Exhibit Section: Example Bridge Elements Reflection Section: Precedents for a Bridge Element Concluding Remarks: Thoughts on Building Bridges Chapter 4: Crafting Tasks Situation Section: Crafting a Task Groups Section: Thinking Together to Make Meaning Bridge Section: Questions for Framing Tasks Task Section: Revising a Task Element Exhibit Section: Example Task Elements Reflection Section: Precedents for a Task element Concluding Remarks: Thoughts on Crafting Tasks Chapter 5: Arranging Exhibits Situation Section: Defining the Nature of an Exhibit Groups Section: The Power of Students Presenting their Thinking Bridge Section: Questions for Encouraging Exhibits Task Section: Revising an Exhibit Element Exhibit Section: Example Exhibit Elements Reflection Section: Precedents for an Exhibit Element Concluding Remarks: Thoughts on Arranging Exhibits Chapter 6: Leading Reflections Situation Section: Leading Reflection on Thinking Groups Section: Reflecting on Making Meaning Bridge Section: Questions for Inviting Reflections Task Section: Revising a Reflection Element Exhibit Section: Example Reflection Elements Reflection Section: Precedents for a Reflection Element Concluding Remarks: Thoughts on Leading Reflections Chapter 7: Teaching Designs Dancing a Design Pacing, Rhythm, and Footwork Choosing Music for the Dance Rehearsing the Dance A Tale of Three Dancers Dancing Together Inviting Administrators to the Dance Inviting Others to the Dance Resources References Index
Preface Acknowledgments About the Authors Introduction: Learning Design Situation Section: Constructivist Learning Design Groups Section: Learning Considerations Bridge Section: What Is Learning? Task Section: Learning Characteristics Exhibit: Fairy Tales Learning Episodes Reflection Section: Precedents for Constructivist Learning Design Concluding Remarks: Where Do We Stand? Chapter 1: Designing Situations Situation Section: Defining Guiding Questions Groups Section: Co-constructing the CLD Bridge Section: Questions for Analyzing Situations Task Section: Revising a Situation Element Exhibit Section: Example Situation Elements Reflection Section: Precedents for a Situation Element Concluding Remarks: Thoughts on Designing Situations Chapter 2: Organizing Groups Situation Section: Deciding on Groups Groups Section: The Power of Collaborative Thinking Bridge Section: Questions for Forming Groups Task Section: Revising a Groups Element Exhibit Section: Example Groups Elements Reflection Section: Precedents for a Groups Element Concluding Remarks: Thoughts on Arranging Groups Chapter 3: Building Bridges Situation Section: Surfacing Prior Knowledge Groups Section: Connecting With Students' Thinking Bridge Section: Questions for Structuring Bridges Task Section: Revising a Bridge Element Exhibit Section: Example Bridge Elements Reflection Section: Precedents for a Bridge Element Concluding Remarks: Thoughts on Building Bridges Chapter 4: Crafting Tasks Situation Section: Crafting a Task Groups Section: Thinking Together to Make Meaning Bridge Section: Questions for Framing Tasks Task Section: Revising a Task Element Exhibit Section: Example Task Elements Reflection Section: Precedents for a Task element Concluding Remarks: Thoughts on Crafting Tasks Chapter 5: Arranging Exhibits Situation Section: Defining the Nature of an Exhibit Groups Section: The Power of Students Presenting their Thinking Bridge Section: Questions for Encouraging Exhibits Task Section: Revising an Exhibit Element Exhibit Section: Example Exhibit Elements Reflection Section: Precedents for an Exhibit Element Concluding Remarks: Thoughts on Arranging Exhibits Chapter 6: Leading Reflections Situation Section: Leading Reflection on Thinking Groups Section: Reflecting on Making Meaning Bridge Section: Questions for Inviting Reflections Task Section: Revising a Reflection Element Exhibit Section: Example Reflection Elements Reflection Section: Precedents for a Reflection Element Concluding Remarks: Thoughts on Leading Reflections Chapter 7: Teaching Designs Dancing a Design Pacing, Rhythm, and Footwork Choosing Music for the Dance Rehearsing the Dance A Tale of Three Dancers Dancing Together Inviting Administrators to the Dance Inviting Others to the Dance Resources References Index
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