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Staff Development Model Staff Development Model

 
CD Curriculum Units Curriculum Units/Lessons

Units and lessons are to incorporate into existing curriculum the four strands of the grant: arts integration with a DBAE approach, technology integration, constructivist learning theory, and interdisciplinary curriculum.

 
CD Resources Resources

Web sites & sources of information to assist participating teachers.

 
CD Special Interest Groups Special Interest Groups

Special focus on subjects such as Posters, Latino Art, Storytelling, Folk Art, Public Sculpture, and Post Office Murals.

 
CD Information Information

Read the grant abstract, goals, and other background information.

 
CD Eval Team Website Evaluation Team Website

View surveys, data, and more from the Evaluation Team.

 


Why the constructivist model?

"Our task, then, is to understand and nurture the learning and development of our students. We must not do for them what they can, and must do for themselves."
J. G. Brooks

It is a theory about knowledge and how we learn -- not a theory about teaching.

Speaks directly to the central issues of school reform.

Views the learner as a thinker, creator, constructor.

Creates settings in which students are encouraged to develop hypotheses.

Encourages students to test their own and others' ideas.

Makes connections among "content" areas.

Assesses student learning in the context of teaching because real problems are inherently interdisciplinary, and interdisciplinary problems rarely have one, easily accessible, correct answer.

Explores issues and problems of personal relevance, both existing and emerging.

Forms in students the disposition to be life-long learners.
In Search of Understanding: The Case for Constructivist Classrooms, Jacqueline Grennon Brooks and Martin G. Brooks, ASCD Press, 1993.

staff development model


WHY:

the arts?

constructivist model?

technology?

interdisciplinary teaching?


benefits

structure