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Student autonomy and initiative are accepted and encouraged. By respecting students' ideas and
encouraging independent thinking, teachers help students attain their own intellectual identity. Students
who frame questions and issues and then go about analyzing and answering them take responsibility for
their own learning and become problem solvers.
The teacher asks open-ended questions and allows wait time for responses. Reflective thought
takes time and is often built on others' ideas and comments. The ways teachers ask questions and the
ways students respond will structure the success of student inquiry.
Students are engaged in dialogue with the teacher and with each other.Social discourse helps
students change or reinforce their ideas. If they have the chance to present what they think and hear
others' ideas, students can build a personal knowledge base that they understand. Only when they feel
comfortable enough to express their ideas will meaningful classroom dialogue occur.
Students are engaged in experiences that challenge hypotheses and encourage discussion.
When allowed to make predictions, students often generate varying hypotheses about natural phenomena.
The constructivist teacher provides ample opportunities for students to test their hypotheses, especially
through group discussion of concrete experiences.
The class uses raw data, primary sources, manipulatives, physical, and interactive materials.
The constructivist approach involves students in real-world possibilities, then helps them generate the
abstractions that bind phenomena together.
These suggestions are adapted from In Search of Understanding: The Case for Constructivist Classrooms by
Jacqueline G. Brooks and Martin G. Brooks (Alexandria, VA: Association for Supervision and Curriculum
Development, 1993)
ritten activities and exercises alone do not go to the heart of constructivism,
but books have laid the groundwork for this approach to learning. The basic
writings in this field are sometimes interesting and often illuminating, even
though they cannot "give" anyone constructivism. Teachers, however, can
use these works to build their own understanding of constructivism and its
place in the classroom. Here are some representative selections of
constructivist thinking and of useful guides to constructivist ideas.
References
Dewey, John. Democracy and Education. New York: Free Press, 1966.
The Vygotsky Reader. Rene van der Veer and Jaan Valsiner, eds. Cambridge, MA:
Blackwell, 1994.
Since the groundwork of constructivism was laid several authors have added to it.
The following recent works (of varying levels of abstraction) provide further insights
into constructivism and its relation to classroom learning. Most of these works have
bibliographies that will be useful to those who wish to read more about these ideas:
Duckworth, Eleanor, Jack Easley, David Hawkins, and Androula Henriques. Science
Education: A Minds-on Approach for the Elementary Years. Hillsdale, NJ: Erlbaum,
1990.
Objectives
Students
create a verb-adverb wheel to aid them in their understanding
and mastery of the adverb concept.
Keywords
adverb, verb, parts of speech, grammar
Materials Needed
Each student will need the following materials:
First, pass out to each student a donut hole. Before they begin
munching the donut hole, challenge them to brainstorm verbs
that tell how they might eat the donut hole. Write on a board or
chart the verbs that students share. For example, they might
share verbs such as
Submitted By
Laura Graham, Tri-City Christian School in Independence,
Missouri
Education World®Copyright © 2007 Education World
02/15/2007
Fortune Cookies Motivate Writing
Subjects
Language Arts
Grades
K-2
3-5
6-8
Brief Description
Students use fortune cookie fortunes as the basis for story
writing. Included: An art idea for creating a bulletin board.
Objectives
Students
create an original story that includes a beginning, middle, and
end.
create an original story that includes an interesting
character(s), a good description of the setting, a problem,
and a solution.
Keywords
fortune, fortune cookie, Chinese New Year, China, luck, writing,
creative writing, Six Traits, setting, character
Materials
M Needed
a box of fortune cookies, pencils, paper
paper and pen/pencil
The Lesson
Prepare students for this lesson by reviewing the basic elements
of a good story. If you teach the Six Traits process, remind
students of those traits of writing -- particularly word choice,
voice, and fluent sentences. This activity might also be used to
emphasize how a good story includes interesting character(s), a
description of the setting, a problem, and a solution.
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Home > Teacher Lesson Plans > Archives > Language Arts,
Literature, Life Sciences> Lesson Plan
L E SS O N P L A N
Animal Diaries
Subjects
S
Language Arts
Literature
L
Animals
Grades
G
3-5
3
6
6-8
9-12
Brief Description
Get kids excited about research by creating diaries of animals or
insects. The children's story Diary of a Worm, by Doreen Cronin, is a
terrific tool for launching this lesson. Don't be fooled -- older students
will enjoy listening to this fun children's book too!
Objectives
Students
S
learn about an insect or animal and record simple notes as they
r
read.
summarize key ideas.
s
iincorporate research into original writing.
create original stories that demonstrate an understanding of
p
personification.
apply rules of grammar, mechanics, and usage to their original
w
writing.
apply steps of the writing process
a
cite sources by creating a simple bibliography (if grade-appropriate).
c
use technology to locate facts (optional).
Keywords
diary, diaries, research, sequencing, sequence, note-taking,
summarizing, creative, insect, animal, personification, writing process
bibliography, citation, citing sources
Materials
M Needed
Diary of a Worm by Doreen Cronin. This book, published by
Scholastic, is widely available in libraries. If your school or local
library does not have the book, you might ask your librarian to
check with your state library system. Additional sources
highlighted below.
The Lesson
Begin this lesson by asking students if they have ever kept a diary.
B
W
What did you include in your diary?
What might the diary tell someone who read it? Students might offer
that they/others often write in a diary about the events in their
lives, their feelings about what is happening, what they plan to
do tomorrow, and their dreams for the future.
Read aloud to students from one of Diane Cronin's fun, factual books:
R
Diary of a Worm
Diary of a Spider You might read the entire book, or you might
choose excerpts to share with your students.
For this book, Scholastic also offers a
F
skill-builder lesson ideas and
a study guide to accompany the video of the book.
After reading, discuss what is unusual about this diary. What did you
learn about worms based on reading the diary?
Next, it's time to introduce today's writing lesson. Challenge students
to choose an insect or another animal that they don't know much
about. (If each student chooses a different animal or insect, sharing
the diaries will be more fun.) Students will use the information they
learn to write a Diary of a(n) _____.
Give students time to do some research to learn more about the
animal they chose. They might use encyclopedias, nature books, other
library books, or the Internet as their source(s). As they read, they
should record interesting facts about the animal. Young students will
need at least a few facts; older students might gather about ten facts
to work into their Diary of a(n) ____.
You might have students copy facts about their animal onto note cards
-- one fact per card. The cards will be easy to manipulate when it is
time for them to organize their thoughts and writing.
Once students have organized their facts, they can begin creating a
diary "written by" their animal. Younger students might write one or
two diary entries; older students might write several entries or more.
When students have completed an edited "sloppy copy" of their diary
entries, they can transfer those entries into a "diary" book (folded
paper). They can illustrate each entry.
Older students might include a bibliography page on the back cover
as a way to cite their research source(s).
End the assignment by allowing students to take a "gallery walk" of
their classmates' animal diaries. As they walk around the room they
can look through each other's books.
Extend the Lesson
Submitted By
Mary Pat Mahoney, Holy Trinity Catholic School in Grapevine, Texas