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Applying Standards-Based Constructivism: Elementary
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Additional info for Applying Standards-Based Constructivism: Elementary
Sample text
The governor tells the class, “We need to do something about transportation. It takes three weeks to get things from Buffalo to Albany, in my state of New York, and it costs too much. I am proposing that we build a canal in New York. ” The guest asks the class to discuss, in small groups, how they would address this problem. Then he conducts a class dialogue that he inspires with a few thoughtful, probing questions. On day two, the exploratory phase continues with students in the computer lab working with a software program that enables them to navigate through locks in a canal.
The thinking you are requiring is higher level if you ask students to go beyond the recall of a fact. Asking students to speculate on the correlation among legs of a triangle is more meaningful than asking for the formula for determining the length of the third side. A teacher will have difficulty grabbing students’ attention while standing in the front of the room talking even with visuals or a PowerPoint presentation with all the bells and whistles. It is much easier to grab their attention and then to force them to think by challenging them with a question and involving them in dialogue.
The discovery phase is where the student receives her authentic task. , an interview, a science inquiry, or a presentation). Through preparation of a product or for a process, the student is discovering that which we want the student to learn. The discovery phase also provides the teacher with an on-going assessment based on the teacher’s professional observations, as well as opportunities for many other forms of assessment. Here are some examples of discovery phases: ¨ First graders, in pairs: You have a set of 12 pages with clocks set to 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 o’clock and looking like the clock on the wall (an analog clock).