Consider, Construct, Confirm: A New Framework for Teaching and Learning
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In Consider, Construct, Confirm: A New Framework for Teaching and Learning, Dr. Tim Goodwin provides a philosophical foundation for teaching that is grounded in constructivist learning theory. He then builds on that foundation to provide a framework that teachers can use to create student-centered classrooms, curriculum, and instruction. Dr. Goodwin shares in this latest edition, innovation approaches to classroom management, assessment, and grading that are aligned with 21st century teaching and learning outcomes, which include developing a more student-centered culture and climate in the classroom. Based on a learning cycle tilted, Consider, Construct, Confirm, Dr. Goodwin presents step-by-step resources for guiding teachers to develop engaging, student-centered units and lessons that are thematic in scope and inquiry-based in pedagogical structure.
For more information about the book and access to practice videos, visit the author’s webpage https://timothygoodwin.net/.
PART 1 A New Student-Centered Learning Cycle
Chapter 1 An Argument for Constructivism
My Turning Point as a Learner
The Education Crisis of Perception
Teaching in the Age of Standards
Brain Structure and Function
Digging Deeper into Constructivism
Applying Constructivism to a Classroom
Chapter 2 Constructivist Learning Cycle
The Idea of the Learning Cycle
The Consider, Construct, Confirm Learning Cycle
PART 2 Student-Centered Classroom Culture
Chapter 3 Engaging Students in Learning
Active Student Engagement
Chapter 4 Co-Constructing Classroom Culture and Norms
Developing Trusting and Respectful Relationships with Students
Facilitating Classroom Community
Chapter 5 The Role of Assessment and Grading in Classroom Culture
My Turning Point with Assessment and Grading
Finding a Balance in Grading
Tools and Resources to Design and Implement Grading Scheme
Introductory Formative Assessment Rubrics
Concept Check Formative Assessment Rubrics
Summative Assessment Rubrics
Term/Grading Period/Course Rubrics
PART 3 Student-Centered Curriculum Design
Chapter 6 Thematic, Inquiry-Based Curriculum Design
Providing Meaningful Context
Thematic versus Thingatic
The Importance of Inquiry
Chapter 7 Teaching From Questions
Chapter 8 Designing Thematic, Inquiry-Based Units
Hamburger Model of Curriculum Design
Building Thematic, Inquiry-Based Curriculum
Thematic Unit Scope and Sequence—The Scope
Thematic Unit Scope and Sequence—Unpacking Standards
Thematic Unit Scope and Sequence—Theme Chunking
Thematic Unit Scope and Sequence—Draft GQs and KDUs
Thematic Unit Final Scope and Sequence
Communicating the Road Map of the Learning Journey with Students
Unit Road Map Table of Contents and Outline
Unit Road Map—Learning Maps
PART 4 Student-Centered Instruction
Chapter 9 Enacting Instruction Based on Constructivist Learning Theory
Digging Deeper into the CCC Learning Cycle
Chapter 10 Finally, Lesson Planning
Backward Design Applied to Lesson Planning
Lesson Plan Template
Planning From Guiding Questions and Formative Assessment
Using Objectives Safely
Unpacking and Using Standards Safely
Chapter 11 The Teacher Tool Kit
Classroom Routines to Build a Safe Learning Community
Using Thinking Prompts to Uncover Prior Knowledge
Project-Based Learning (PBL)/Authentic Learning
Formative and Summative (besides PBL) Assessment Examples
Good Old Fashioned Didactic Lecture
Finding Additional Resources
Chapter 12 Conclusion: Developing Your Own Template
Tim Goodwin has taught at Bemidji State University since 2013. During this time he has served as department chair and taught a variety of courses with an emphasis on pedagogy and science education. Tim has also taught secondary science for 20 years. He holds an M.A. and Doctorate in Education from Hamline University, and a Bachelor’s degree in biology from St. Olaf College.
I now feel excited by the idea of designing my own lesson plans to fit within the unit, which has always been a source of dread and overwhelm for me in the past. I never know where to start! I had thought that doing a unit design would be even more daunting, but now I can see how starting to think in thematic units will make it easier to plan out a whole school year from a birds-eye view, and then zoom in on one day at a time to create compelling lessons that fit within the larger structure. Professor Goodwin, your text has made me feel very supported through this process. Thank you!
I LOVE this book! It reads like a narrative versus a typical textbook which makes it a lot easier to connect with the author and the material. It has been an adventure. Overall, I have been interested in all of the topics talked about thus far. There have been moments of confusion as to why the author was discussing something when it did not initially sound like a constructivist model, however, he made things clear later and truly helped me realize new aspects of teaching. It makes even more sense when I get into a classroom and get the chance to practice what I learned or simply observe students doing what was explained. I cannot wait to continue learning more and applying that new knowledge in various grade levels and subject matters.
Amanda Fiorentino, student
This is one of the few textbooks that I am actually reading (and enjoying).
Jamie Platt, student
Two of the leading educational theorists, Piaget and Vygotsky, believed students learn best from experiences. Dr. Goodwin takes that a step further with the Consider, Construct, Confirm Learning Cycle, explaining that it is the unveiling of prior learning, combined with the stimulation of new lived experiences, AND a reflection of where that new information fits into the students overall understanding that truly facilitates student learning. Followed through to the end, the CCC Learning Cycle will take prior knowledge and combine it with new lived experiences to create a deeper, more lasting understanding, which the student now owns.
Frank Bartsch, student
The textbook is very well written, applicable, and the videos were beneficial for elaboration on certain topics. I appreciate the thoughtfulness and casualness that the textbook is written in. It felt as if I was at a conference discussing new ideas with a fellow colleague, and the chapters were written in easily digestible chunks.
Brittany Heller, student
I honestly feel that this style of teaching has really led me to have a better understanding of building units and developing a constructivist mindset for teaching. I feel more prepared now and the work in this class directly aligns with what I am doing in my job as a first year teacher. I think this will be my approach to guide my students through their education.
I like the book a lot. It has given me so much information already and is written in a way that I can understand and use in the future.
This class was AMAZING and I know I will take every piece of it with me as I go off and teach students on my own. LOVE the book, love the approach. Excellent!
I enjoy the style the book is written in with storytelling as a strong thread throughout it. It makes it enjoyable to read.