Full Description
Consider, Construct, Confirm: A New Framework for Teaching and Learning emphasizes student-centered pedagogical practices. It outlines a new framework for curriculum design and teaching and is rooted in constructivist learning theory.
Consider, Construct, Confirm is organized into four parts:
A New Student-Centered Learning Cycle
Student-Centered Classroom Culture
Student-Centered Curriculum Design
Student-Centered Instruction
For more information about the book and access to practice videos, visit the author's webpage https://timothygoodwin.net/.
Contents
Part 1 A New Student-Centered Learning Cycle
Introduction
Chapter 1 An Argument for Constructivism
My Turning Point as a Learner
The Education Crisis of Perception
Teaching in the Age of Standards
Reclaiming Leadership
Brain Structure and Function
Digging Deeper into Constructivism
Applying Constructivism to a Classroom
Chapter 2 Constructivist Learning Cycle
The Idea of the Learning Cycle
The Consider, Construct, Confirm Learning Cycle
Part 2 Student-Centered Classroom Culture
Chapter 3 Engaging Students in Learning
Active Student Engagement
Motivating Students
Empathy
Chapter 4 Co-Constructing Classroom Culture and Norms
Developing Trusting and Respectful Relationships with Students
Facilitating Classroom Community
Physical Space
Chapter 5 The Role of Assessment and Grading in Classroom Culture
My Turning Point with Assessment and Grading
Authentic Learning
Summative Assessment
Formative Assessment
Finding a Balance in Grading
Grading Schemes
Tools and Resources to Design and Implement
Grading Scheme
Introductory Formative Assessment Rubrics
Concept Check Formative Assessment Rubrics
Summative Assessment Rubrics
Term/Grading Period/Course Rubrics
Part 3 Student-Centered Curriculum Design
Chapter 6 Thematic, Inquiry-Based Curriculum Design
Providing Meaningful Context
Thematic versus Thingatic
The Importance of Inquiry
Chapter 7 Teaching From Questions
Essential Questions
Chapter 8 Designing Thematic, Inquiry-Based Units
Hamburger Model of Curriculum Design
Building Thematic, Inquiry-Based Curriculum
Thematic Unit Scope and Sequence—The Scope
Thematic Unit Scope and Sequence—Unpacking Standards
Thematic Unit Scope and Sequence—Theme Chunking
Thematic Unit Scope and Sequence—Draft GQs and KDUs
Thematic Unit Final Scope and Sequence
Communicating the Road Map of the Learning Journey with Students
Unit Road Map Table of Contents and Outline
Unit Road Map—Learning Maps
Part 4 Student-Centered Instruction
Chapter 9 Enacting Instruction Based on
Constructivist Learning Theory
Digging Deeper into the CCC Learning Cycle 214
Chapter 10 Finally, Lesson Planning
Backward Design Applied to Lesson Planning
Lesson Plan Template
Planning From Guiding Questions and Formative Assessment
Using Objectives Safely
Unpacking and Using Standards Safely
Academic Language
Differentiation
Chapter 11 The Teacher Tool Kit
Classroom Routines to Build a Safe Learning Community
Using Thinking Prompts to Uncover Prior Knowledge
Cooperative Learning
Project-Based Learning (PBL)/Authentic Learning
Formative and Summative (besides PBL) Assessment Examples
Socratic Questioning
Good Old Fashioned Didactic Lecture
Grading Rubrics
Emergent Curriculum
Finding Additional Resources
Chapter 12 Conclusion: Developing Your Own Template
Bibliography
Index
