Constructivist Learning Design

Key Questions for Teaching to Standards
George W. Gagnon - University of California, Berkeley, UK
Michelle Collay - California State University, East Bay, USA
Constructivist Learning Design
December 2005 | 256 pages | Corwin
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Description

"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 students' 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!

Contents

Preface

Preface

Acknowledgments

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

Resources

References

References

Index

Index

Description

"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 students' 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!

Contents

Preface

Preface

Acknowledgments

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

Resources

References

References

Index

Index

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Constructivist Learning Design

Key Questions for Teaching to Standards

George W. Gagnon , Michelle Collay
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December 2005 | 256 pages | Corwin

Format Published Date ISBN Price
Hardcover 27/02/2023 9781412909556 $95.95
Paperback 27/02/2023 9781412909563 $43.95
Lifetime 27/02/2023 9781483361321 $40.00

"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 students' 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:

  • 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

Recent Product Reviews:

"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)
"A very useful contribution to the field. . . . Provides a model that even the newest of teachers can use."
Geraldine Lefoe, Senior Lecturer, Centre for Educational Development and Interactive Resources, University of Wollongong, NSW Australia
"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, Roger Williams University
"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, Professor, Curriculum, Teaching and Learning, OISE/University of Toronto, Canada
"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, Department of Education, Mills College

Recommendations