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Curriculum Design and Models

Becoming a Constructivist Teacher

Jacqueline Grennon Brooks and Martin Brooks

This chapter in Developing Minds provides practical strategies to help all teachers develop constructivist teaching practice in classrooms.

Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators

Joel Colbert, Kim Boyd, Kevin Clark, Sharon Guan, Judith Harris, Mario Kelly, Ann Thompson

This handbook addresses the concept and implementation of technological pedagogical content knowledge--the knowledge and skills that teachers need in order to meaningfully integrate technology into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching.

In Search of Understanding: The Case for Constructivist Classrooms

Jacqueline Grennon Brooks and Martin Brooks

The activities that transpire within the classroom either help or hinder students' learning. Any meaningful discussion of educational renewal, therefore, must focus explicitly and directly on the classroom, and on the teaching and learning that occur within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts.

Laptops and Literacy: Learning in the Wireless Classroom

Mark Warschauer

Warschauer, an Associate Professor at the University of California, Irvine undertakes a study of 1-to-1 in terms of literacy for today's students. Using schools in California and Maine, he applies a qualitative framework for his research into bringing literacy to the current day. Specifically, he seeks to understand the role 1-to-1 can play in providing current, up-to-date literacy for students around computer literacy, information literacy, multimedia literacy, and computer-mediated communication literacy.

Teaching for Understanding. Linking Research with Practice

Martha Stone Wiske (ed)

This book presents an innovative approach to teaching that develops understanding. Based on a six-year collaborative research project of school teachers and researchers from the Harvard Graduate School of Education, the book describes what teaching for understanding looks like in the classroom and examines how teachers have learned to enact such practices.

The Understanding by Design Handbook

Jay McTighe and Grant Wiggins

This handbook is the companion book to Understanding by Design (ASCD, 1998). Understanding by Design provides the conceptual foundation for a theory of understanding that is based on six facets of understanding. The handbook offers the practical side: a unit planning template, worksheets, exercises, design tools, design standards and tests, and a peer review process for learning and applying the ideas in Understanding by Design.

Understanding by Design

Jay McTighe and Grant Wiggins

Grant Wiggins and Jay McTighe address questions around teaching for understanding in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction.

Visual Tools for Constructing Knowledge

David Hyerle

Three types of visual tools can help K-12 students and teachers construct knowledge, organize information, and communicate their learning with others: brainstorming webs, task-specific organizers, and thinking-process maps. This book explains WHAT visual tools are, WHY we should use them, and HOW to get the most out of these tools.