Publication 7597

Brooks M. G. & Brooks J. G. (1999) The courage to be constructivist. Educational Leadership 57: 3: 18–24. Fulltext at
Attempting to capture the complexity of learning on standardized state assessments severely limits student knowledge and expression. Inevitably, schools reduce the curriculum to what is covered on tests. Students control their learning. Constructivist teachers structure lessons around big ideas, value relevance, and strive to challenge students’ suppositions.

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