Descripciones mejoradas de Syndetics:

Introducing CLD - Constructivist Learning Design - a new and different way of thinking about learning and teaching. Teaching and learning are two sides of the same coin; this ground-breaking book realizes that, and builds on the pioneering work of Piaget and Vygotsky to offer a new approach to the constructivist classroom. Learn how to organize groups, build bridges, ask questions, arrange exhibits, and invite reflection in the creation of whole new - and successful - teaching/learning designs. A major new work for students of teaching, teachers, administrators, and parents who want to know how to apply constructivist learning theory in the classroom.

Tabla de contenidos provista por Syndetics

• 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

Notas de autor provistas por Syndetics

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.