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

Consider, Construct, Confirm: A New Framework for Teaching and Learning emphasizes student-centered pedagogical practices. It outlines a new framework for curriculum design and teaching and is rooted in constructivist learning theory. Consider, Construct, Confirm is organized into four parts: A New Student-Centered Learning Cycle Student-Centered Classroom Culture Student-Centered Curriculum Design Student-Centered Instruction For more information about the book and access to practice videos, visit the author's webpage https://timothygoodwin.net/.

Table of Contents:
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 214 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

About the Author :
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.

Review :
“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