Designing for Learning: Six Elements in Constructivist Classrooms

book: Designing for Learning: Six Elements in Constructivist Classrooms | George W., Jr. Gagnon, Michelle Collay

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Designing for Lear...

	Designing for Learning: Six Elements in Constructivist Classrooms George W., Jr. Gagnon, Michelle Collay Corwin Press, 2000 - 192 pages average customer review:based on 1 review view larger image
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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.

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Highly applicable

I have just completed a Master of Arts Program in teaching. For my Masters Project I studied the methods and effects of constructivism. An oft stated criticism of constructivist pedagogy is that it is an epistemology and theory that is easier defined than applied. There are a lot of books out there which explain and analyze the theory. These are good to have read before hand in order to truly appreciate what this book accomplshes.
This book takes a deep subject with a rich philosophical foundation and leads the reader through six practical steps of application. The steps are sequenced chapter by chapter as the rationale behind each step is explained. Though it is more about application, it does not neglect the mention of leading theorists; in each chapter there is a "Precedents" section. Dewey, Bruner, Vygotsky and Piaget all get their alloted space. At the end of the book is a resource section which shows examples of a dozen lessons K-12 and how each of the six steps are applied.
The authors recommend reading their book three times, the first time to get a "general understanding", the second time for "reflection", and the third time for "application". It is well worth spending this kind of time because of the difficult nature of constructivist pedagogy and the attacks it suffers from the more objectivist critics.
The practice of constructivism not only instills "book knowledge" of a subject but students acquire a practical working knowledge as well. For example if students were studying electricity it would be the difference between defining a complete circuit and being able to build one. Constructivist teaching focuses on real world practices and applications of knowledge. In a constrcutivist classroom, students create their knowledge with teacher guidance and peer interaction.
Those who attack constructivism complain that it takes too much time resulting in inadaquete coverage of curriculum or that it is carried out poorly with students not learning what they should. There is a balance between constructivist and objectivist practices that can be accomplished; however, that is not the object of this book. This book is a foundational recipe for applying a pedagogy which requires much subject and practitioner expertise.

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