Assessing+Your+Classroom

=Constructivist Teaching Behaviors= Source: Brooks, J. G. & Books, G. M.., (1993). //Constructivist Teaching Behaviors: In Search of// //Understanding The Case for Constructivist Classrooms//. Alexandra, VA: Association for Supervision and Curriculum Development, 1993


 * Behavior ||
 * || 1. Constructivist teachers encourage and accept student autonomy and initiative. ||
 * || 2. Constructivist teachers use raw data and primary sources along with manipulative, interactive, and physical materials. ||
 * || 3. When framing tasks, constructivist teachers use cognitive terminology such as “classify,” “analyze,” “predict,” and “create.” ||
 * || 4. Constructivist teachers allow students responses to drive lessons, shift instructional strategies, and alter content. ||
 * || 5. Constructivist teachers inquire about students’ understandings of concepts before sharing their own understandings of those concepts. ||
 * || 6. Constructivist teachers encourage students to engage in dialogue, both with the teacher and with one another. ||
 * || 7. Constructivist teachers encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other. ||
 * || 8. Constructivist teachers seek elaboration of students’ initial responses. ||
 * || 9. Constructivist teachers engage students in experiences that might engender contradictions to their initial hypotheses and the encourage discussion. ||
 * || 10. Constructivist teachers allow wait time after posing questions. ||
 * || 11. Constructivist teachers provide time for students to construct relationship and create metaphors. ||
 * || 12. Constructivist teachers nurture students’ natural curiosity through frequent use of the learning cycle model (open-ended exploration, concept introduction, concept application). ||  ||

=Curriculum Resources=

Understanding by Design

 * [|Grant P. Wiggins] and [|Jay McTighe]

Facets of Understanding as defined by Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD Key Considerations in Design of Curricular Activities (WHERE) as defined by Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD
 * 1) Explanation: sophisticated and apt explanations and theories, which provide knowledgeable and justified accouns of events, actions, and ideas. (p. 45)
 * 2) Interpretation: interpretations, narratives, and translations that provide meaning. (p. 48)
 * 3) Application: ability to use knowledge effectively in new situations & diverse contexts. (p. 51)
 * 4) Perspective: critical & insightful points of view. (p. 53)
 * 5) Empathy: the ability to get inside another person's feelings and worldview. (p. 55)
 * 6) Self-knowledge: the wisdom to know one's ignorance & how one's patterns of thought & action inform as well as prejudice understanding. (p. 57)

1. W (Where are we headed?) 2. H (hook the student through engaging and provocative entry points) 3. E (explore and enable/equip) 4. R (reflect and think) 5. E (exhibit & evaluate) (p. 115-166)

Teaching for Understanding

 * Wiske, M. S. (2005). T//eaching for understanding with technology//. San Francisco, CA: Jossey-Bass.