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"The current pause in the traditional structure of schooling (due to the 2020 COVID pandemic) presents an opportunity for openness on many different levels: openness to the science of learning and what it tells us about the impact of constructivist education; openness to changes in instructional practice that align with this research: openness to new structures and ways of thinking about success; openness to greater teacher and student agency; and openness to schoolwork centered around big ideas, design theory and authentic problems to solve. The authors make the case that this is the perfect time to do this work and they exhibit how it can be accomplished. They further discuss the importance of schools making normative and structural shifts to enhance the likelihood that constructivism, a theory of learning, will be embraced, not impeded"--
Über den Autor / die Autorin
Jacqueline Grennon Brooks is professor emerita at Hofstra University and the author of
Big Science for Growing Minds: Constructivist Classrooms for Young Thinkers.
Martin G. Brooks, executive director of Tri-State Consortium, served as a superintendent on Long Island, NY, for 16 years.
Zusammenfassung
Makes the case that now is a timely moment to reimagine schools and put the intellectual and social-emotional health of students and teachers at the centre of the educational process. This book will help administrators and teachers to structure their settings in ways that maximize the likelihood of meaningful and enduring student learning.
