Description - Constructivist Learning Design by George W. Gagnon
Build student-centered learning into your standards-based curriculum and instructional practice! Educators expect learners to solve problems, think critically, communicate effectively, and collaborate well. These complex processes require an approach to learning that is much more than memorizing facts. To truly succeed, young learners need to engage in active learning and understand that their own experience is the foundation for new learning. Constructivist Learning Design for the Standards-Based Classroom balances the required learning of facts and concepts with the hands-on learning of experience.
The Constructivist Learning Design (CLD) model uses six fundamental elements to provide a different way of thinking about learning and teaching: o Situation: develop goals, tasks, and curriculum standards o Grouping: group students and materials, and cooperative learning o Bridge: recall prior knowledge using students' cognitive maps, skills, values, motivation, and expectations o Task: use higher level thinking skills and problem-based learning o Exhibit: arrange student portfolios and work samples o Reflection: synthesize critical thinking and knowledge With clear classroom applications and ready-to-use planning templates, this excellent resource will guide teachers through the complex process of aligning constructivist learning with standardized outcomes and goal-centered curriculum. Engage students in tasks, help them think for themselves, and support them in making meaning of their learning!
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(254mm x 177mm x 13mm)
Corwin Press Inc
Publisher: SAGE Publications Inc
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Author Biography - George W. Gagnon
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 (BayCES) 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.