Constructivist Learning Design: Key Questions for Teaching to Standards / Edition 1

by George W. Gagnon, Michelle Collay

Overview

Use the Constructivist Learning Design (CLD) six-step planning framework to engage students in constructivist learning events that meet standards-based outcomes.

Product Details

ISBN-13:	9781412909563
Publisher:	SAGE Publications
Publication date:	12/21/2005
Edition description:	New Edition
Pages:	256
Product dimensions:	7.00(w) x 10.00(h) x (d)

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.

Michelle Collay is a School Coach for the Bay Area Coalition for Equitable Schools (Bay CES) in Oakland, California, a private non-profit organization supporting urban small school initiatives. She supports school leader development and coordinates classroom-based teacher inquiry for the purposes of improving student achievement. Previously, she worked as a faculty member and administrator in teacher preparation and graduate teacher education in public and private universities. Collay conducts seminars and workshops about professional learning communities, constructivist learning design, and portfolio development. Before completing doctoral studies in Curriculum and Instruction at the University of Oregon, she taught music and mathematics in elementary and junior high school and continues to play the bassoon in local ensembles. She and her husband, George Gagnon, write, teach, and parent together and are parent leaders in their children’s neighborhood school in Oakland.

Table of Contents

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

Editorial Reviews

"A very useful contribution to the field. . . . Provides a model that even the newest of teachers can use."

Geraldine Lefoe

"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

"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

"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

"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

"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 & Religion