The comprehensive handbook of constructivist teaching: from theory to practice
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| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Charlotte, NC
Information Age Publ.
2010
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references |
| Physical Description: | xi, 215 p. Ill., graph. Darst. 25 cm |
| ISBN: | 9781607523741 9781607523758 9781607523765 |
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| 245 | 1 | 0 | |a The comprehensive handbook of constructivist teaching |b from theory to practice |c James Pelech, Gail W. Pieper, ed. |
| 264 | 1 | |a Charlotte, NC |b Information Age Publ. |c 2010 | |
| 300 | |a xi, 215 p. |b Ill., graph. Darst. |c 25 cm | ||
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Record in the Search Index
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|---|---|
| adam_text | CONTENTS ACKNOWLEDGEMENTS XI 1 GETTING A HEAD START ON OUR
CONSTRUCTIVIST PRACTICE 1 2 AN INTRODUCTION TO CONSTRUCTIVIST TEACHING 7
2.1 WHAT IS CONSTRUCTIVISM? 7 2.2 BECOMING A CONSTRUCTIVIST TEACHER 8
2.3 A SHORT HISTORY OF CONSTRUCTIVIST THOUGHT 9 2.3.1 ANCIENT WRITERS 9
2.3.2 MEDIEVAL WRITERS 10 2.3.3 MODERN WRITERS 12 2.4 INOUENCE OF THE
CONSTRUCTIVIST PHILOSOPHY 14 2.4.1 WHY STUDY CONSTRUCTIVISM? 14 2.4.2
CONSTRUCTIVISM AS AN UMBRELLA CONCEPT 15 2.4.3 CONSTRUCTIVISM AND
ACADEMIC ACHIEVEMENT 17 2.4.4 SPECIAL AND DIVERSIFIED LEARNING NEEDS 23
2.5 CONSTRUCTIVISM AS A CURRICULAR ORGANIZER FOR ADULT AND PROFESSIONAL
LEARNERS 25 2.6 CONSTRUCTIVISM AND THE GLOBAL ECONOMY IN THE 21ST
CENTURY27 2.7 CONSTRUCTIVISM, PSYCHOTHERAPY, AND COUNSELING 28 2.8 THE
EXT STEP 28 3 PRINCIPLES OF CONSTRUCTIVISM 29 3.1 HOW DOES KNOWLEDGE
COME INTO EXISTENCE? 29 3.2 HOW DO STUDENTS REMEMBER? 32 3.3 WHAT DOES
KNOWLEDGE LOOK LIKE?-PART 1 33 3.4 WHAT DOES KNOWLEDGE LOOK LIKE?-PART 2
35 V VI CONTENTS 3.5 HOW EXACTLY DOES KNOWLEDGE COME INTO EXISTENCE? 37
3.6 WHAT DOES CONNECTING LOOK LIKE IN THE CLASSROOM? 38 3.7 A CLOSER
LOOK AT THE ROLE OF THE MIND 39 3.8 SOCIAL ASPECTS OF LEARNING 40 3.9
SUMMARY OF THE PRINCIPLES 41 4 TRANSLATING PRINCIPLES INTO STRATEGIES 43
4.1 A CLOSER LOOK AT LEARNING PRINCIPLES 1 AND 2 43 4.2 EXTENDING THE
CONCEPT OF AUTONOMY 44 4.3 CREATING A LEARNING STRATEGY FOR THE LEARNING
PROCESS 45 4.4 ANOTHER LOOK AT THE LEARNING PROCESS 46 4.5 CREATING A
CREATIVE ENVIRONMENT 47 5 CREATING A CONSTRUCTIVIST ENVIRONMENT THROUGH
THE LINGUISTIC MODE AND COOPERATIVE LEARNING 49 5.1 COOPERATIVE LEARNING
50 5.2 EXAMPLES OFCOOPERATIVE LEARNING ACTIVITIES 55 5.3 COOPERATIVE
LEARNING AND CONSTRUCTIVISM 60 6 THE LINGUISTIC MODE AND QUESTIONING 63
6.1 QUESTIONING TECHNIQUES 63 6.2 THE KNOWLEDGE LEVEL OF BLOOM S
TAXONOMY AND CONSTRUCTIVISM 65 6.2.1 THE KNOWLEDGE LEVEL 0/ BLOOM S
TAXONOMY AND CONSTRUCTIVISM 65 6.2.2 THE COMPREHENSION LEVEL 0/ BLOOM S
TAXONOMY AND CONSTRUCTIVISM 65 6.2.3 THE APPLICATION LEVEL 0/ BLOOM S
TAXONOMY AND CONSTRUCTIVISM 66 6.2.4 THE ANALYSIS LEVEL 0/ BLOOM S
TAXONOMY AND CONSTRUCTIVISM 67 6.2.5 THE SYNTHESIS LEVEL 0/ BLOOM S
TAXONOMY AND CONSTRUCTIVISM 68 6.2.6 THE EVALUATION LEVEL 0/ BLOOM S
TAXONOMY AND CONSTRUCTIVISM 69 6.3 OTHER TAXONOMIES 70 6.4 EXPANDED
ACTIVITIES USING CONSTRUCTIVIST QUESTIONING TECHNIQUES 71 CONTENTS VII
6.5 CONSTRUETIVISM AND EXPANDED QUESTIONING TEEHNIQUES 74 6.6 CREATING A
CONSTRUETIVIST QUESTIONING PLAN 75 7 THE LINGUISTIE MODE AND AUTHENTIE
WRITING 77 7.1 WRITING IN CONTEXT AND CONSTRUETIVISM 77 7.2 AUTHENTIE
WRITING AND MOTIVATION 79 7.3 THE CONSTRUETIVIST MODEL FOR AUTHENTIE
WRITING 79 7.4 CONSTRUETIVISM AND AUTHENTIE PRODUETS 80 VISUAL LITERAEY
AND THE ARTS : 100 MULTIPLE MODES AND CONSTRUETIVISM 102 LEVELS OFVISUAL
CONSTRUELIVISM 105 8.3 8.4 8.5 8.6 8.7 8.8 8 CREATING A CONSTRUETIVIST
ENVIRONMENT THROUGH VISUAL LITERAEY 89 8.1 WHAT IS VISUAL LITERAEY? 90
8.2 WHY IS THE VISUAL MODE SO IMPORTANT? 90 8.2.1 THE BIOLOGIEAL
PERSPECTIVE 91 8.2.2 THE CUTTURAL PERSPECTIVE 91 VISUAL AIDS AND
CONSTRUETIVIST STRATEGIES 91 THE VISUAL MODE AS A LEARNING TOO!... 95
THE VISUAL MODE AS AN ASSESSMENT TOOL 100 9 VISUAL LITERAEY: WHY LT
WORKS 109 9.1 ORGANIZING AND REORGANIZING INFORMATION 110 9.2
CONSTRUETING KNOWLEDGE 110 9.3 PUTTING LT TOGETHER: COMBINING THE VISUAL
MODE WITH THE CONSTRUETIVIST STRATEGIES 112 9.4 POWERPOINT 113 9.4.1
CHALLENGES AND LIMITATIONS 113 9.4.2 MAKING VISUAL AIDS INTERACTIVE 114
10 MAEROSTRATEGIES FOR CREATING A CONSTRUETIVIST ENVIRONMENT 119 10.1
MAKING CONNECTIONS 119 10.2 THE BRIDGING QUESTION STRATEGY 121 10.2.1
IMPLEMENTING THE BRIDGING QUESTION 122 10.2.2 EXAMPLE 0/ USING THE BQS
122 10.2.3 BQS AND CLASSIFIEATION 125 10.3 MORE THAN METAPHOR. 128 VIII
CONTENTS 11 CREATING A CONSTRUCTIVIST ENVIRONMENT BY USING KINESTHETIC
ACTIVITIES, MANIPULATIVES, AND DRAMA 129 11.1 TERMINOLOGY 136 11.2 WHAT
EDUCATIONAL THEORY AND RESEARCH SAY 136 11.2.1 THE KINESTHETIC MODE AND
ELEMENTARY/MIDDLE SCHOOL STUDENTS 137 11.2.2 THE KINESTHETIC MODE AND
SECONDARY STUDENTS 137 11.2.3 THE KINESTHETIC MODE AND SPECIAL-NEEDS
STUDENTS 138 11.2.4 OTHER DEMOGRAPHICS 139 11.3 SOME CAVEATS ABOUT
MANIPULATIVES 139 11.4 THE KINESTHETIC MODE AND CONSTRUCTIVIST TEACHING
140 11.5 DRAMA AND CONSTRUCTIVISM 144 12 A METASTRATEGY FOR NOTE TAKING
147 12.1 RESEARCH ON NOTE TAKING VERSUS NO NOTE TAKING 147 12.2 NOTE
TAKING AND LEARNING 148 12.2.1 STRUCTURING NOTES 148 12.2.2 THE BEST WAY
OFNOTE TAKING 149 12.2.3 PARTIAL NOTES VERSUS FULL NOTES 150 12.2.4
INTERACTIVE ENGAGEMENT 150 12.3 NOTE TAKING AND CONSTRUCTIVISM 151 12.4
INTERACTIVE LECTURE 151 13 DELIVERING CONSTRUCTIVISM THROUGH
PROBLEM-BASED LEARNING 157 13.1 WHAT IS PROBLEM-BASED LEARNING? 158 13.2
PBL MODEL 159 13.3 PBL AND RESEARCH 160 13.4 EXAMPLES OFPBL 162 13.4.1
EXAMPLE 1 162 13.4.2 EXAMPLE 2 165 14 METACOGNITION, REFLECTION, AND
CONSTRUCTIVISM 169 14.1 METACOGNITION AND RESEARCH 170 14.2
METACOGNITION AND CONSTRUCTIVISM 171 14.3 EXAMPLES OFCONSTRUCTIVIST
METACOGNITION 172 CONTENTS IX 15 THE ENTIRE PROCESS 175 15.1 EXAMPLE
FROM SIXTH-GRADE MATHEMATICS 175 15.2 ANALYSIS OF THE SIXTH-GRADE
EXAMPLE 186 15.3 EXAMPLE FROM A COLLEGE MEASUREMENT AND EVALUATION CLASS
186 15.4 AN ALTERNATIVE APPROACH TO COLLEGE MEASUREMENT AND EVALUATION
CLASS 187 15.5 SUMMARY 189 16 PROFESSIONAL RESOURCES FOR THE
CONSTRUCTIVIST TEACHER 191 16.1 BASIC PRINCIPLES 191 16.2 CONSTRUCTIVIST
ORGANIZATIONS 193 16.3 BOOKS ON CONSTRUCTIVISM 193 16.4 WEB SITES 197
16.5 ACTION RESEARCH 197 16.5.1 RESOURCES JOR ACTION RESEARCH 198 16.5.2
AN EXAMPLE OJACTION RESEARCH JOR THE CONSTRUCTIVIST TEACHER 198
REFERENCES 201
|
| any_adam_object | 1 |
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| callnumber-first | L - Education |
| callnumber-label | LB1590 |
| callnumber-raw | LB1590.3 |
| callnumber-search | LB1590.3 |
| callnumber-sort | LB 41590.3 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DN 7000 DP 1120 |
| ctrlnum | (OCoLC)695852959 (DE-599)BVBBV036429030 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
| dewey-search | 371.102 |
| dewey-sort | 3371.102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
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| indexdate | 2024-07-09T22:39:12Z |
| institution | BVB |
| isbn | 9781607523741 9781607523758 9781607523765 |
| language | English |
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| physical | xi, 215 p. Ill., graph. Darst. 25 cm |
| publishDate | 2010 |
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| publisher | Information Age Publ. |
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| spelling | Pelech, James Verfasser aut The comprehensive handbook of constructivist teaching from theory to practice James Pelech, Gail W. Pieper, ed. Charlotte, NC Information Age Publ. 2010 xi, 215 p. Ill., graph. Darst. 25 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references Lehrer Constructivism (Education) Teaching Teachers Training of Lehrerbildung (DE-588)4035093-9 gnd rswk-swf Konstruktive Didaktik (DE-588)4325193-6 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 s Konstruktive Didaktik (DE-588)4325193-6 s DE-604 Pieper, Gail W. Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020301650&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Pelech, James The comprehensive handbook of constructivist teaching from theory to practice Lehrer Constructivism (Education) Teaching Teachers Training of Lehrerbildung (DE-588)4035093-9 gnd Konstruktive Didaktik (DE-588)4325193-6 gnd |
| subject_GND | (DE-588)4035093-9 (DE-588)4325193-6 |
| title | The comprehensive handbook of constructivist teaching from theory to practice |
| title_auth | The comprehensive handbook of constructivist teaching from theory to practice |
| title_exact_search | The comprehensive handbook of constructivist teaching from theory to practice |
| title_full | The comprehensive handbook of constructivist teaching from theory to practice James Pelech, Gail W. Pieper, ed. |
| title_fullStr | The comprehensive handbook of constructivist teaching from theory to practice James Pelech, Gail W. Pieper, ed. |
| title_full_unstemmed | The comprehensive handbook of constructivist teaching from theory to practice James Pelech, Gail W. Pieper, ed. |
| title_short | The comprehensive handbook of constructivist teaching |
| title_sort | the comprehensive handbook of constructivist teaching from theory to practice |
| title_sub | from theory to practice |
| topic | Lehrer Constructivism (Education) Teaching Teachers Training of Lehrerbildung (DE-588)4035093-9 gnd Konstruktive Didaktik (DE-588)4325193-6 gnd |
| topic_facet | Lehrer Constructivism (Education) Teaching Teachers Training of Lehrerbildung Konstruktive Didaktik |
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