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Constructivist Learning Design: Key Questions for Teaching to Standards
256
by George W. Gagnon, Michelle Collay
George W. Gagnon
Constructivist Learning Design: Key Questions for Teaching to Standards
256
by George W. Gagnon, Michelle Collay
George W. Gagnon
Hardcover
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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: | 9781412909556 |
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Publisher: | SAGE Publications |
Publication date: | 01/06/2006 |
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.
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
PrefaceAcknowledgmentsAbout the AuthorsIntroduction: Learning DesignSituation Section: Constructivist Learning DesignGroups Section: Learning ConsiderationsBridge Section: What Is Learning?Task Section: Learning CharacteristicsExhibit: Fairy Tales Learning EpisodesReflection Section: Precedents for Constructivist Learning DesignConcluding Remarks: Where Do We Stand?Chapter 1: Designing SituationsSituation Section: Defining Guiding QuestionsGroups Section: Co-constructing the CLDBridge Section: Questions for Analyzing SituationsTask Section: Revising a Situation ElementExhibit Section: Example Situation ElementsReflection Section: Precedents for a Situation ElementConcluding Remarks: Thoughts on Designing SituationsChapter 2: Organizing GroupsSituation Section: Deciding on GroupsGroups Section: The Power of Collaborative ThinkingBridge Section: Questions for Forming GroupsTask Section: Revising a Groups ElementExhibit Section: Example Groups ElementsReflection Section: Precedents for a Groups ElementConcluding Remarks: Thoughts on Arranging GroupsChapter 3: Building BridgesSituation Section: Surfacing Prior KnowledgeGroups Section: Connecting With Students’ ThinkingBridge Section: Questions for Structuring BridgesTask Section: Revising a Bridge ElementExhibit Section: Example Bridge ElementsReflection Section: Precedents for a Bridge ElementConcluding Remarks: Thoughts on Building BridgesChapter 4: Crafting TasksSituation Section: Crafting a TaskGroups Section: Thinking Together to Make MeaningBridge Section: Questions for Framing TasksTask Section: Revising a Task ElementExhibit Section: Example Task ElementsReflection Section: Precedents for a Task elementConcluding Remarks: Thoughts on Crafting TasksChapter 5: Arranging ExhibitsSituation Section: Defining the Nature of an ExhibitGroups Section: The Power of Students Presenting their ThinkingBridge Section: Questions for Encouraging ExhibitsTask Section: Revising an Exhibit ElementExhibit Section: Example Exhibit ElementsReflection Section: Precedents for an Exhibit ElementConcluding Remarks: Thoughts on Arranging ExhibitsChapter 6: Leading ReflectionsSituation Section: Leading Reflection on ThinkingGroups Section: Reflecting on Making MeaningBridge Section: Questions for Inviting ReflectionsTask Section: Revising a Reflection ElementExhibit Section: Example Reflection ElementsReflection Section: Precedents for a Reflection ElementConcluding Remarks: Thoughts on Leading ReflectionsChapter 7: Teaching DesignsDancing a DesignPacing, Rhythm, and FootworkChoosing Music for the DanceRehearsing the DanceA Tale of Three DancersDancing TogetherInviting Administrators to the DanceInviting Others to the DanceResourcesReferencesIndexFrom the B&N Reads Blog
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