Designed especially for secondary teachers, this book grounds a constructivist approach in 7 discrete instructional methods. These student-centered methods, with accompanying planning templates, range from various types of discussions and interactive mini-lectures to independent student exploration. The book discusses in detail 13 techniques that carry out methods, from questioning and personalizing to heuristics and role-playing. Secondary school teachers and administrators.

This comprehensive, yet concise, book provides a practical pre-service training program across all secondary subjects by grounding a constructivist approach in seven discrete instructional areas. This groundbreaking book is the only teacher education text with components that shift the focus from a teacher-centered to a student-centered context-while infusing a key component of successful active student learning. Engaged Minds provides strategies with specific examples for moving through lower levels of concrete information and applications to the higher, more abstract, levels of synthesis and evaluation. This dynamic book takes a roll-up-your-sleeves approach-yet constructivist ideology permeates this rigorous, accessible and imaginative training program. For teachers of secondary education.

Constructivist Strategies for Proactive Middle Level Teachers is designed to prepare prospective middle level teachers for their first classroom experience and to help in-service teachers improve their teaching skills.Each of the themes in this book addresses a major goal set by the Carnegie Council on Academic Development or by the National Middle School Association particularly selected for middle-level programs. The book employs as its focus constructivism, multiculturalism, and a proactive approach to teaching-all topics of concern/importance to teacher educators.Prospective middle level teachers.

This book provides guidelines for using constructivist teaching methods with English language learners and includes classroom examples, grade-level connections, and strategies that promote educational equity.

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.

This book demonstrates how student-centered learning activities can help your middle and high school students meet curriculum standards. Its vivid and authentic examples will appeal to you if you embrace active learning and want to apply constructivist methodologies in your classroom. This book explains the links between constructivism and other innovative teaching practices such as: - cooperative learning - multiple intelligences - portfolio assessment - curriculum mapping - culturally relevant teaching - and many others Applications of these practices in classrooms are demonstrated and displayed by: - sample lesson and unit plans - summary charts - classroom management models - examples of student assessments

Updated Edition of Bestseller! Marlowe and Page bring together constructivist theory with step-by-step guidance and ready-to-use checklists to make constructivist learning a reality in your classroom.

This book provides teachers with practical ways of constructing lessons that will engage students and help them develop personal responsibility for their own learning. State learning standards and related core curricula require students to demonstrate what they know and understand. Students cannot learn to demonstrate their understanding if they sit passively. The authors call for constructivist practices which recognize the important role played by standards and student accountability, and which also acknowledge the practical need for lecture in an appropriate context. This book also shows the links between constructivism and differentiated instruction and other approaches to teaching and learning.

The purpose of this applied dissertation was to examine the effects of constructivist pedagogy when addressing the issues associated with below proficiency scores in basic skills in mathematics on the state exit exam. Scores of thirty-four 11th and 12th grade students who did not perform at the state-mandated levels of proficiency in basic skills in mathematics on the state exit exam were used for individualizing each of the student's instruction in the computer lab and for matching students together with strengths and weaknesses for peer-assisted instruction and group learning. Collaborative learning, cooperative learning, and computer-assisted instruction were used for a 16-week period. Results indicated that the applied dissertation program utilizing constructivist teaching strategies to improve mathematics outcomes for high school students was effective in two of the four identified outcomes. The program was effective in improving the scores of students repeating the state mandated exit exam and improving student motivation, however, the program was less effective in improving in-class achievement test scores. Nor was the program effective in improving classroom grades, in mathematics, of the students in the program. None-the-less, the pre- and post-test data did show an improvement for 91% of the students after implementation of the applied dissertation program. It is recommended that further research be completed using a student group not enrolled in a class set-up specifically for remediation of basic skills, that teacher in-service be provided on constructivist methods to enable the teachers to understand the importance of these methods and to correctly implement the use of them, that the class students are required to take, if they scored below standard on their first or second attempt on the mathematics subtest on the state mandated exit exam, be changed from a required elective to a suggested elective, and it is recommended that additional training be provided on technology use so that teachers can best provide programs that are tailored to the individual student's needs. (A student survey is appended to this document.) [An applied dissertation submitted to the Fischler School of Education and Human Services in partial fulfillment of the requirements for the degree of Doctor of Education.].

For K-12 general methods courses. Methods for Teaching uses a three-phase model of teaching planning, implementing, and assessing as a framework for fostering a success-oriented K-12 environment by promoting student learning.