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The Guiding Principles of Constructivism
- posing problems of emerging relevance to students
.
- structuring learning around primary concepts - the quest
for essence
- seeking and valuing students' points of view
.
- adapting curriculum to address students' suppositions
.
- assessing student learning in the context of teaching
In Search of Understanding:
The Case
for Constructivist Classrooms
by Martin and Jacqueline Brooks' 1993
An ASCD publication (ISBN: 0871202115
Assessment in a Constructivist Classroom at NCREL says that ...
The constructivist view of
education advocates that teachers should:
- use cognitive terminology such as "classify,"
"analyze," "predict," and "create."
- encourage and accept student autonomy and initiative.
- use raw data and primary sources, along with
manipulative, interactive, and physical materials.
- allow student responses to drive lessons, shift
instructional strategies, and alter content.
- inquire about students' understanding of concepts before
sharing their own understanding of those concepts.
- encourage students to engage in dialogue, both with the
teacher and with one another.
- encourage student inquiry by asking thoughtful,
open-ended questions and encouraging students to ask questions of each other.
- seek elaboration of students' initial responses.
- engage students in experiences that might engender
contradictions to their initial hypotheses and then encourage discussion.
- allow wait time after posing questions.
- provide time for students to construct relationships and
create metaphors.
- nurture students' natural curiosity through
frequent use of the learning cycle model.
Grazing the Net:Raising a
Generation of Free Range Students
quoted by Jamie McKenzie from
Assessment in
a Constructivist Classroom at NCREL
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