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November 1999 | Volume 57 | Number 3 The Constructivist Classroom
Welcome to EL Extra. We have designed questions to help you and your colleagues foster meaningful discussions around the current Educational Leadership.
The study guide may be related to a particular article, a group of articles, or a theme that runs through the entire issue. Our questions will not cover all aspects of the issue, but we are hopeful that they will help you generate a conversation around key ideas. Feel free to adapt the questions to be more relevant to your school or school district—and you may even want to think of some of your own. Although you can consider many of the questions on your own, we encourage you to use them in pairs, small groups, or even large study groups.
After reading “The Many Faces of Constructivism,” by David Perkins (pages 6-11), and “The Courage to Be Constructivist,” by Martin G. Brooks and Jacqueline Grennon Brooks (pages 18-24), consider the following questions.
Brooks and Brooks describe how new standards and testing might constrict a teacher’s ability to use constructivism in the classroom.
In “The Understanding Pathway” (pages 12-16), Howard Gardner talks with EL editor Marge Scherer about how students who learn in many different ways can think about deep questions in their lives.
In his new book The Disciplined Mind, Gardner chooses three subjects as ways to approach the disciplines and probe essential questions: Mozart, the Holocaust, and evolution (see page 14).
Gardner says, “Education should prize students who act morally and give students a chance to produce as well as to appreciate natural and man-made beauty.”
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