The authors of this book show how teachers who take a social constructivist stance may enhance motivation and meaningful learning. They suggest experiences that deepen understanding of social constructivism and its relevance for multicultural, democratic classrooms.
The book illustrates the power of this theory by suggesting two experiential avenues for preservice and inservice teachers. In the first, readers have in-depth conversations with children and analyze transcripts of the conversations in order to better understand the children's individual thought processes.
In the second, the authors describe strategies for discussing carefully selected children's and young adult books to help both teachers and children understand learning through a social constructivist lens. An extensive annotated bibliography is provided.
Geared toward teachers at all levels, this book takes an interactive approach that includes discussion questions and case studies. Ideal for teacher education courses, professional development workshops, or independent use, this book offers a rare means for grappling with the transformative power of social constructivism in practice.
Table of Contents
Preface
Acknowledgments
Introduction
Goal 1: Understanding Social Constructivism as a Basis for Meaningful Learning and Intrinsic Motivation
Goal 2: Accessing Students' Thinking and Deepening Understanding of Social Constructivism
Goal 3: Envisioning Classroom Practices That Flow From a Social Constructivist Stance
Goal 4: Considering Possibilities and Challenges of Seeing Learning Through Students' Eyes
Final Review
Appendix A: Sample Consent Form for Children's Thinking Project
Appendix B: Children's Thinking Project Review Form
Appendix C: An Annotated Bibliography: Books for Children and Young Adults
Glossary
