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Additional resources for Applying Standards-Based Constructivism: Elementary
Keep in mind that the number of learning objectives to be assessed depends on the amount of time that will be devoted to the lesson, as well as what the teacher feels is most important for the students to focus on. There is no right or wrong when selecting learning objectives as long as each identified learning objective is an important part of the curriculum, is aligned with an assessment that will provide evidence of what students understand and can achieve, and is relevant to local, district, or state standards.
Scaffolding is described in more detail later in this chapter (p. org). The discovery phase of a lesson (activity or unit) must address the following criteria: ¨ Learning Objectives: In a well-designed discovery phase, the task is based on learning objectives that are rooted in state/district learning standards and curriculum. ¨ Task Clarity: A well-designed discovery phase enables students to understand their task, be able to articulate it, and begin to undertake it. ¨ Teacher as Guide and Coach: A well-designed discovery phase enables the teacher to stop formally “teaching,” and slip into the background, awaiting student questions, observing to see if students need assistance, and asking questions to challenge students to self-discover whether they are proceeding in a direction that will enable them to accomplish their task.
2) In addition to using exploration to motivate student interest in the discovery phase task, exploration enables the teacher to understand the student better, which—in turn—equips the teacher to provide the appropriate options and structure for the discovery phase. However, this does not always mean we need to create an elaborate exploratory phase before entering our students into discovery. When a teacher works with the same students over a period of time, the teacher often has a good grasp of their prior knowledge and interests with regard to the task to be undertaken and its learning objectives.