Cargando…
Constructivist Learning Design : Key Questions for Teaching to Standards.
Use the Constructivist Learning Design (CLD) six-step planning framework to engage students in constructivist learning events that meet standards-based outcomes.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2005.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover
- Contents
- Foreword
- Preface
- Acknowledgments
- About the Authors
- Introduction: Learning Design
- Situation Section: Constructivist Learning Design
- Elements of the Design
- Groups Section: Learning Considerations
- Bridge Section: What is Learning?
- Task Section: Learning Characteristics
- Exhibit Section: 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
- Purpose of a Situation Element
- Assessment in a Situation Element
- Groups Section: Co-Constructing the CLD
- Considerations for Designing a Situation Element
- Bridge Section: Questions for Analyzing Situations
- Task Section: Revising a Situation Element
- Characteristics of 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
- Topic for a Groups Element
- Assessment in a Groups Element
- Groups Section: The Power of Collaborative Thinking
- Considerations for Organizing a Groups Element
- Bridge Section: Questions for Forming Groups
- Task Section: Revising a Groups Element
- Characteristics of 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
- Purpose of a Bridge Element
- Assessment in a Bridge Element
- Groups Section: Connecting with Student Thinking
- Considerations for Building a Bridge Element
- Bridge Section: Questions for Structuring Bridges.
- Task Section: Revising a Bridge Element
- Characteristics of 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
- Purpose of a Task Element
- Assessment in a Task Element
- Groups Section: Thinking together to Make Meaning
- Considerations for Crafting a Task Element
- Bridge Section: Questions for Framing Tasks
- Task Section: Revising a Task Element
- Characteristics of 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
- Purpose of an Exhibit Element
- Assessment in an Exhibit Element
- Groups Section: The Power of Students Presenting Their Thinking
- Considerations for Arranging an Exhibit Element
- Bridge Section: Questions for Encouraging Exhibits
- Task Section: Revising an Exhibit Element
- Characteristics of 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
- Purpose of a Reflection Element
- Assessment in a Reflection Element
- Groups Section: Reflecting on Making Meaning
- Considerations for Leading a Reflection Element
- Bridge Section: Questions for Inviting Reflections
- Task Section: Revising a Reflection Element
- Characteristics of 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.