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Designing for Learning
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Designing for Learning
Six Elements in Constructivist Classrooms

  • George W. Gagnon - University of California, Berkeley, UK, Prairie Rainbow Company, Oakland, CA
  • Michelle Collay - California State University, East Bay, USA, Prairie Rainbow Company, Oakland, CA


February 2001 | 192 pages | Corwin
`Intriguing ways of explaining the concepts of constructivist education. Excellent analogies and examples!' - Maryellen Towey Schultz, Assistant Professor of Education, Nebraska Wesleyan University

The purpose of the Constructivist Learning Design is to offer teachers and students of teaching a way to think about organizing for learning by their students, and a way to address the teaching dilemmas of balancing the required learning of education with the real learning of students. The authors describe six elements, each representing an important process in moving constructivist learning theory into classroom practice: Situation, Groupings, Bridge, Questions, Exhibit, and Reflections. Included in these elements is a basic framework for teachers to use as they think about organizing for learning by their students, and a way to play out each of the basic processes of constructivist learning in the course of a lesson. Assessment is also incorporated into each design element rather than seeing it as an end product of closing activity.

Richard A. Schmuck
Foreword
 
Preface
 
About the Authors
 
Introduction: Constructivist Learning Design
 
1. Developing Situations
 
2. Organizing Groupings
 
3. Building Bridges
 
4. Asking Questions
 
5. Arranging Exhibits
 
6. Inviting Reflections
 
7. Productive Assessment: Not Just a Closing Activity
 
Conclusion: Teaching Learning Designs
 
Resources
 
References
 
Index

"Intriguing ways of explaining the concept of constructivist education. Excellent analogies and examples!" 

Maryellen Towey Schultz
Assistant Professor of Education, Nebraska Wesleyan University

"Designing for Learning is an excellent resource for teachers of all grade levels, including college."

Communication Education, July 2004

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