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Background

The Construction Zone

Background Information and Project Links to Constructing a Psychology of Teaching and Learning:

This section shows where you can find more information about the projects described in The Construction Zone, using the related text, Constructing a Psychology of Teaching and Learning. Specific sections in this particular book are listed which are relevant to each project, and which provide appropriate background orientation and information.

Project 1: Everyday Beliefs about Learning Expressed in Print Media

Chapter 1, "Starting with You"

Experience: Pitfalls and Potentials, pp. 6-7

Reflection: Partner of Experience, p. 7

The Results of Reflection: Celebrating Uniqueness, pp. 7-10

Constructing Teaching and Learning Through Dialogue, pp. 10-13

How Many Voices Create the Psychology of Teaching and Learning?, pp. 13-15

What Do You Already Know about Teaching and Learning?, pp. 15-20

What Lies Ahead, pp. 20-23

Chapter 3, "Thinking about Thinking"

School-based and Everyday Thinking Compared, pp. 70-73

Chapter 4, "Developmental Change"

Everyday meanings of stage, pp. 111-115

Chapter 11, "Assessing Students' Learning"

Evaluation and Assessment: A Student's Perspective, pp. 369-371

Evaluation and Assessment: A Parent's Perspective, pp. 371-374

Evaluation and Assessment: A Teacher's Perspective, pp. 374-377

Chapter 14, "Looking Ahead"

Your Resources for Becoming an Accomplished Teacher, pp. 497-502

Project 2: Everyday Metaphors of Learning

Chapter 2, "Learning, in School and Out"

Metaphors of Learning, pp. 29-32

Learning as Behavior Change, pp. 32-46

Learning as Thinking, pp. 46-54

Learning as Assisted Performance, pp. 54-61

Reconciling Metaphors of Learning, pp. 61-64

Chapter 3, "Thinking About Thinking"

School-based and Everyday Thinking Compared, pp. 70-73

A Thumbnail Sketch of Thinking, pp. 73-74

Thinking as Scholastic Aptitude, pp. 74-76

Tests of Scholastic Aptitude, pp. 76-81

Thinking as Problem Solving, pp. 81-91

Thinking as Creativity, pp. 91-96

A Conclusion: Thinking Is Various, pp. 96-98

Project 3: What Counts as "Teaching"?

Chapter 2, "Learning, in School and Out"

Learning as Assisted Performance, pp. 65-61

Chapter 5, "What Teachers Do"

Three Teaching Roles, pp. 137-154

Common Ground: Active Learning, pp. 155-156

Personal Metaphors for Teaching, pp. 156-159

Chapter 8, "The Meaning of Classroom Talk"

The Impact of Participation Structures on Learning, pp. 250-263

How Teachers Talk, pp. 263-267

Chapter 11, "Assessing Students' Learning"

Evaluation and Assessment: A Teacher's Perspective, pp. 374-377

Project 4: Self-Assessment of Your Strengths as a Teacher

Chapter 1, "Starting with You"

Experience: Pitfalls and Potentials, pp. 6-7

Reflection: Partner of Experience, p. 7

The Results of Reflection: Celebrating Uniqueness, pp. 7-10

Constructing Teaching and Learning Through Dialogue, pp. 10-13

How Many Voices Create the Psychology of Teaching and Learning?, pp. 13-15

What Do You Already Know about Teaching and Learning?, pp. 15-20

What Lies Ahead, pp. 20-23

Chapter 14, "Looking Ahead"

What Will Challenge You About Teaching?, pp. 486-497

Your Resources for Becoming an Accomplished Teacher, pp. 497-502

Blurring Distinctions, Enriching Meanings, pp. 502-504

Chapter 8, "The Meaning of Classroom Talk"

Using discourse To Motivate Learning, pp. 275-277

Chapter 5, "What Teachers Do"

Three Teaching Roles, pp. 137-154

Common Ground: Active Learning, pp. 155-156

Personal Metaphors for Teaching, pp. 156-159

Project 5: Why Do Students Misbehave?

Chapter 6, "Motivating and Managing Your Class"

Why Management Matters, pp. 164-166

Management as a Way to Motivate Learning, pp. 166-174

Assumptions About Motivating Environments, pp. 174-179

Motivation: Is It Students or Circumstances?, pp. 179-185

What to Do About Misbehavior?, pp. 185-195 Reflecting on Management and Motivational Strategies, pp. 195-203

Chapter 7, "Among Classmates and Parents"

Relationships Among Students, pp. 209-228

Chapter 8, "The Meaning of Classroom Talk"

How Students Talk, pp. 267-271

Issues of Classroom Discourse, pp. 271-274

Chapter 10, "Teaching Children with Special Needs"

Learning Disabilities, pp. 338-344

Attention Deficit Hyperactivity Disorder, pp. 344-349

Chapter 12, "Hearing Distant Voices"

How Do Children Acquire Moral Commitments?, pp. 417-424

Chapter 13, "Care and Justice in Teaching and Learning"

Morality of Justice, pp. 450-461

Morality of Care, pp. 461-470

Project 6: Understanding Inclusion

Chapter 9, "Gender and Culture as Influences on Education"

How Important Is Gender in Your Own Life?, pp. 284-285

What Teachers Do Differently with Boys and Girls, pp. 285-289

Is a Gender-Biased Classroom Inevitable?, 289-292

How Students Create Their Own Gender Differences, pp. 292-298

Culture as Context for Teaching and Learning, pp. 302-311

Strategies for Multicultural Teaching, pp. 311-316

Beyond Tolerance for Diversity, pp. 316-318

Chapter 10, "Teaching Children with Special Needs"

Key Features of Special Education, pp. 323-336

Major Types of Special Needs, pp. 336-359

Learning More About Students with Special Needs, pp. 359-361

Chapter 12, "Hearing Distant Voices"

Example: Reviewing Inclusive Education, pp. 428-430



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