The general nature of constructivist educators' views of teaching are overviewed first, followed by analysis of good strategy instruction in constructivist terms. That good strategy instruction is scaffolded teaching is particularly emphasized. Scaffolded teacher-student interactions necessitate that students experience unique instruction that stimulates a great deal of student construction of tobe-acquired competencies. The only important difference between good strategy teaching and teaching recommended by constructivist educators is in the explicitness of instruction, with relatively greater teacher input about what is to be learned during good strategy instruction.

No abstract

No abstract

No abstract