{"product_id":"constructivist-learning-design-9781412909563","title":"Constructivist Learning Design","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eVery practical and user-friendly . . .\u003c\/em\u003e\u003cbr\u003e--Linda R. Kroll, Professor\u003cbr\u003eDepartment of Education, Mills College\u003cbr\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003eBuild student-centered learning into your standards-based curriculum and lesson plans!\u003cbr\u003e\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003eEducators 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.\u003cbr\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003eConstructivist Learning Design\u003c\/em\u003e\u003c\/strong\u003e offers teachers a six-step framework for lesson planning and assessment:\u003c\/p\u003e  \u003cul\u003e  \u003cli\u003e\n\u003cstrong\u003eSituation\u003c\/strong\u003e: develop goals, tasks, and curriculum standards   \u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eGrouping\u003c\/strong\u003e: group students and materials, and use cooperative learning   \u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eBridge\u003c\/strong\u003e: recall prior \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"A very useful contribution to the field. . . . Provides a model that even the newest of teachers can use.\"\u003c\/em\u003e  -- Geraldine Lefoe\u003cbr\u003e\u003cem\u003e\"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.\"\u003c\/em\u003e  -- Bruce Marlowe, Associate Professor of Educational Psychology and Special Education\u003cbr\u003e\u003cem\u003e\"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.\"\u003c\/em\u003e -- Clive Beck\u003cbr\u003e\u003cem\u003e\"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.\"\u003c\/em\u003e -- Linda R. Kroll, Professor\u003cbr\u003e\u003cem\u003e\"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.\u003cbr\u003e\u003cbr\u003eI 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.\"\u003c\/em\u003e   -- Richard A. Schmuck\u003cbr\u003e\u003cem\u003e\"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.\"\u003c\/em\u003e -- Teaching Theology and Religion, July 2008, Vol. 11(3)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface 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\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":51769436471639,"sku":"9781412909563","price":32.29,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781412909563.jpg?v=1758721075","url":"https:\/\/bookcurl.com\/products\/constructivist-learning-design-9781412909563","provider":"Book Curl","version":"1.0","type":"link"}