Foreword by: Michael Fullan
Publication Date: February 12, 2021
The pause in the traditional structure of schooling due to COVID-19 presents a unique opportunity for openness on many different levels: openness to the science of learning, openness to schoolwork centered around big ideas and authentic problems, openness to responsible assessment practices, and openness to a renewed ethic of social justice. In this book the authors make the case that now is a timely moment to reimagine schools and put the intellectual and social-emotional health of students and teachers at the center of the educational process. They offer practical classroom examples across disciplines and grade levels based on constructivist pedagogy, neuroscience research, psychological theory, and design thinking, as well as on their own experiences in observing and advancing instructional practice that fosters human development. Schools Reimagined will help administrators and teachers to structure their settings in ways that maximize the likelihood of meaningful and enduring student learning.
Jacqueline Grennon Brooks is professor emerita at Hofstra University and the author of Big Science for Growing Minds: Constructivist Classrooms for Young Thinkers. Martin G. Brooks, executive director of Tri-State Consortium, served as a superintendent on Long Island, NY, for 16 years.
“You won’t find a more comprehensive, insightful, and memorable account of constructivist learning than what is provided in this wonderful cumulative account of what great learning is and how we should establish and pursue it…. Schools Reimagined is a complete, succinct, and rich guide to new action—the kind of action that is badly needed as we develop a new system out of the ravages of COVID-19. A timely book indeed!”
—From the Foreword by Michael Fullan, professor emeritus, OISE/University of Toronto
“A wonderfully satisfying follow-up to In Search of Understanding, the authors' classic introduction to constructivism. Once again, they've provided an authoritative and accessible guide to the theory of deep learning, along with a generous helping of classroom examples from preschool to high school. Highly recommended for current and prospective teachers as well as administrators and teacher-educators.”
—Alfie Kohn, author and lecturer
“Powerful, engaging, and visionary! Grennon Brooks and Brooks present a must-read for all teachers interested in why and how to create meaningful experiences for all students.”
—Yong Zhao, Foundation Distinguished Professor, University of Kansas; professor in educational leadership, Melbourne Graduate School of Education
“This book lays out a compelling case for schools as learning environments in which teachers and students construct new understandings centered on big ideas, provocative questions, and transdisciplinary concepts. It is as academic as it is practical, and is equally suitable for teacher educators, school leaders, and practitioners.”
—Giselle O. Martin-Kniep, educator and president, Learner-Centered Initiatives