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ocn922907812 |
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OCoLC |
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20241006213017.0 |
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m o d |
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160213s2005 xx o 000 0 eng d |
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|a EBLCP
|b eng
|e pn
|c EBLCP
|d OCLCQ
|d AU@
|d OCLCQ
|d LOA
|d OCLCO
|d OCLCF
|d OCLCO
|d OCLCQ
|d SFB
|d OCLCQ
|d OCLCO
|d OCLCL
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|a 9781412909556
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|a 1412909554
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|a (OCoLC)922907812
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|a LB1590.3
|b .G33 2006
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| 049 |
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|a HCDD
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| 100 |
1 |
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|a Gagnon, George W., Jr.
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| 245 |
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|a Constructivist Learning Design :
|b Key Questions for Teaching to Standards.
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| 260 |
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|a Thousand Oaks :
|b SAGE Publications,
|c 2005.
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| 300 |
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|a 1 online resource (257 pages)
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 588 |
0 |
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|a Print version record.
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| 520 |
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|a Use the Constructivist Learning Design (CLD) six-step planning framework to engage students in constructivist learning events that meet standards-based outcomes.
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|a Cover -- Contents -- Foreword -- Preface -- Acknowledgments -- About the Authors -- Introduction: Learning Design -- Situation Section: Constructivist Learning Design -- Elements of the Design -- Groups Section: Learning Considerations -- Bridge Section: What is Learning? -- Task Section: Learning Characteristics -- Exhibit Section: Fairy Tales Learning Episodes -- Reflection Section: Precedents for Constructivist Learning Design -- Concluding Remarks: Where Do We Stand? -- Chapter 1 -- Designing Situations -- Situation Section: Defining Guiding Questions -- Purpose of a Situation Element -- Assessment in a Situation Element -- Groups Section: Co-Constructing the CLD -- Considerations for Designing a Situation Element -- Bridge Section: Questions for Analyzing Situations -- Task Section: Revising a Situation Element -- Characteristics of a Situation Element -- Exhibit Section: Example Situation Elements -- Reflection Section: Precedents for a Situation Element -- Concluding Remarks: Thoughts on Designing Situations -- Chapter 2 -- Organizing Groups -- Situation Section: Deciding on Groups -- Topic for a Groups Element -- Assessment in a Groups Element -- Groups Section: The Power of Collaborative Thinking -- Considerations for Organizing a Groups Element -- Bridge Section: Questions for Forming Groups -- Task Section: Revising a Groups Element -- Characteristics of a Groups Element -- Exhibit Section: Example Groups Elements -- Reflection Section: Precedents for a Groups Element -- Concluding Remarks: Thoughts on Arranging Groups -- Chapter 3 -- Building Bridges -- Situation Section: Surfacing Prior Knowledge -- Purpose of a Bridge Element -- Assessment in a Bridge Element -- Groups Section: Connecting with Student Thinking -- Considerations for Building a Bridge Element -- Bridge Section: Questions for Structuring Bridges.
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|a Task Section: Revising a Bridge Element -- Characteristics of a Bridge Element -- Exhibit Section: Example Bridge Elements -- Reflection Section: Precedents for a Bridge Element -- Concluding Remarks: Thoughts on Building Bridges -- Chapter 4 -- Crafting Tasks -- Situation Section: Crafting a Task -- Purpose of a Task Element -- Assessment in a Task Element -- Groups Section: Thinking together to Make Meaning -- Considerations for Crafting a Task Element -- Bridge Section: Questions for Framing Tasks -- Task Section: Revising a Task Element -- Characteristics of a Task Element -- Exhibit Section: Example Task Elements -- Reflection Section: Precedents for a Task Element -- Concluding Remarks: Thoughts on Crafting Tasks -- Chapter 5 -- Arranging Exhibits -- Situation Section: Defining the Nature of an Exhibit -- Purpose of an Exhibit Element -- Assessment in an Exhibit Element -- Groups Section: The Power of Students Presenting Their Thinking -- Considerations for Arranging an Exhibit Element -- Bridge Section: Questions for Encouraging Exhibits -- Task Section: Revising an Exhibit Element -- Characteristics of an Exhibit Element -- Exhibit Section: Example Exhibit Elements -- Reflection Section: Precedents for an Exhibit Element -- Concluding Remarks: Thoughts on Arranging Exhibits -- Chapter 6 -- Leading Reflections -- Situation Section: Leading Reflection on Thinking -- Purpose of a Reflection Element -- Assessment in a Reflection Element -- Groups Section: Reflecting on Making Meaning -- Considerations for Leading a Reflection Element -- Bridge Section: Questions for Inviting Reflections -- Task Section: Revising a Reflection Element -- Characteristics of a Reflection Element -- Exhibit Section: Example Reflection Elements -- Reflection Section: Precedents for a Reflection Element -- Concluding Remarks: Thoughts on Leading Reflections.
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| 505 |
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|a Chapter 7 -- Teaching Designs -- Dancing a Design -- Pacing, Rhythm, and Footwork -- Choosing Music for the Dance -- Rehearsing the Dance -- A Tale of Three Dancers -- Dancing together -- Inviting Administrators to the Dance -- Inviting others to the Dance -- Resources -- References -- Index.
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| 650 |
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0 |
|a Constructivism (Education)
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| 650 |
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0 |
|a Instructional systems
|x Design.
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| 650 |
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7 |
|a Constructivism (Education)
|2 fast
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| 650 |
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7 |
|a Instructional systems
|x Design
|2 fast
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| 700 |
1 |
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|a Collay, Michelle.
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| 758 |
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|i has work:
|a Constructivist learning design (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGYPgq7Dwc9wXPwj9cyvtq
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
8 |
|i Print version:
|a Gagnon, George W., Jr.
|t Constructivist Learning Design : Key Questions for Teaching to Standards.
|d Thousand Oaks : SAGE Publications, ©2005
|z 9781412909556
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| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=1994302
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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