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ERIC Number: ED451136
Record Type: Non-Journal
Publication Date: 2001
Pages: 191
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7619-2159-1
ISSN: N/A
Designing for Learning: Six Elements in Constructivist Classrooms.
Gagnon, George W., Jr.; Collay, Michelle
This book shows educators how to rethink teaching by challenging their beliefs about knowledge and learning. It helps teachers organize for student learning rather than plan for teacher telling by applying constructivist learning theory in the classroom. It presents a constructivist perspective on how to arrange classroom events for student learning. Specific examples from a range of grade levels and subjects are offered. Classroom vignettes and questions are also provided. An introduction explains constructivist learning design (e.g., elements of the design, techniques for building community, and teacher learning circles). Six chapters present essential elements that show how theory is applied directly to classroom learning: (1) "Developing Situations"; (2) "Organizing Groupings"; (3) "Building Bridges"; (4) "Asking Questions"; (5) "Arranging Exhibits"; and (6) "Inviting Reflections." Chapter 7, "Productive Assessment: Not Just a Closing Activity," focuses on situation assessment, groupings assessment, bridge assessment, questions assessment, exhibit assessment, reflections assessment, and learning circle consideration. The concluding section focuses on teaching learning designs (e.g., dancing a design, choosing music for the dance, rehearsing the dance, dancing together, and inviting others to the dance). (Contains 75 references.) (SM)
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperbound: ISBN-0-7619-2159-1, $24.95; hardbound: ISBN-0-7619-2158-3, $55.95). Tel: 805-499-9774; Fax: 800-4-1-SCHOOL; E-mail: order@corwinpress.com; Web site: http://www.corwinpress.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A