Consider, Construct, Confirm: A New Framework for Teaching and Learning

PART 1 A New Student-Centered Learning Cycle 
Introduction

Chapter 1 An Argument for Constructivism 
My Turning Point as a Learner 
The Education Crisis of Perception 
Teaching in the Age of Standards 
Reclaiming Leadership 
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 
Motivating Students 
Empathy

Chapter 4 Co-Constructing Classroom Culture and Norms 
Developing Trusting and Respectful Relationships with Students 
Facilitating Classroom Community 
Physical Space 

Chapter 5 The Role of Assessment and Grading in Classroom Culture 
My Turning Point with Assessment and Grading 
Authentic Learning 
Summative Assessment 
Formative Assessment 
Finding a Balance in Grading 
Grading Schemes 
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 
Essential 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 
Academic Language 
Differentiation 

Chapter 11 The Teacher Tool Kit 
Classroom Routines to Build a Safe Learning Community 
Using Thinking Prompts to Uncover Prior Knowledge 
Cooperative Learning 
Project-Based Learning (PBL)/Authentic Learning 
Formative and Summative (besides PBL) Assessment Examples 
Socratic Questioning 
Good Old Fashioned Didactic Lecture 
Grading Rubrics 
Emergent Curriculum 
Finding Additional Resources 

Chapter 12 Conclusion: Developing Your Own Template 
Bibliography 

Index

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!

Cassidy

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.
Anonymous student

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.
Anonymous student

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!
Anonymous student

I enjoy the style the book is written in with storytelling as a strong thread throughout it. It makes it enjoyable to read.
Anonymous student