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Constructivist Learning Design: Key Questions for Teaching to Standards, by George W. Gagnon, Michelle Collay
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Use the Constructivist Learning Design (CLD) six-step planning framework to engage students in constructivist learning events that meet standards-based outcomes.
- Sales Rank: #1301413 in Books
- Brand: Corwin
- Published on: 2006-01-01
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x .58" w x 7.00" l, 1.31 pounds
- Binding: Paperback
- 227 pages
- Situation - develop goals, tasks, and curriculum standards.
- Grouping - group students and materials, and use cooperative learning.
- Bridge - recall prior knowledge using students" cognitive maps, skills, values, motivation,
- Task - use higher-level thinking skills and problem-based learning.
- Exhibit - arrange student portfolios and work samples.
Review
"A very useful contribution to the field. . . . Provides a model that even the newest of teachers can use." (Geraldine Lefoe 2005-04-11)
"Provides a structured format for helping teachers design constructivist learning opportunities. . . There are a lot of useful strategies here for teachers and good examples throughout." (Bruce Marlowe, Associate Professor of Educational Psychology and Special Education 2005-02-24)
"Provides sound advice on many matters, including how to establish a teaching "situation," how and why to group students, how to "hook" students and draw on their interests and past experiences, and how to promote authentic exhibits of their learning." (Clive Beck 2004-11-18)
"Very practical and user-friendly. ..This book presents a very clear set of directions and plans for instituting a new way to think about teaching and learning on a very detailed and moment-to-moment basis. The ideas are also grounded in theory and the connections between theory and practice are made explicit." (Linda R. Kroll, Professor 2004-09-27)
"This book should be read by neophyte and seasoned teachers, by teacher educators in colleges of education, and by trainees in preservice programs. It should also be read by school administrators for insights into how to improve teacher supervision and staff development, by open-minded behaviorists looking for alternatives to direct instruction, by liberal arts professors who want to learn how to teach so that their students want to keep on learning, and by parents with children in school or with children they are schooling at home. For that matter, everyone concerned with formal education should read this book unless, of course, they already have signed the Faustian pact to search only after the qualities and techniques of authoritarian, direct instruction.
I invite you now to do as I have done. Read this fine book three times. Read it first for a general understanding of its concepts. Read it again and reflect on your own practice. Read it a third time to engage its ideas as you would engage dance partners. Then keep the book at your side for reference to its many action ideas." (Richard A. Schmuck)
"The authors make it clear that this is not your ordinary lesson planning book. This is an interactive workbook in which Gagnon and Collay encourage us as readers to work through the design process by applying the model to our own subject matter, preferrably with a partner or as part of a group so ideas can be shared and collectively reflected upon." (Teaching Theology and Religion, July 2008, Vol. 11(3) 2008-11-21)
About the Author
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.
Most helpful customer reviews
3 of 4 people found the following review helpful.
Teachers or choreographer?
By Maritza Gudiño
In this wonderful book, George Gagnon, teacher of mathematics and his wife M. Collay, professor of music, explain us why in a constructivist perspective, the teachers we must to act like choreographer that engage their students to develop his potential to dance together and support one anothers to obtain a deep learning. They are based on its experience to display us a constructivist learning design template with six elements help us to design our teaching to support studentes in construct meaning instead give nformation. My metacognitive reflection of the way as they developed each chapter applying those six elements, it is helping me to redesign my lessons. Thank George and Michelle!!
0 of 0 people found the following review helpful.
Text book. The theory of Constructivism in the classroom ...
By Jacqueline Geyer
Text book. The theory of Constructivism in the classroom would not work in every situation.
0 of 0 people found the following review helpful.
Four Stars
By Whitney Reeds
Arrived as expected.
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