Brooks, J.M. & Brooks, M.G. (2001). Chapter 9. Becoming a Constructivist Teacher. In In Search of Understanding: The Case for Constructivist Classrooms (2nd ed.). Retrieved from http://www-tc.pbs.org/teacherline/courses/inst335/docs/inst335_brooks.pdf
This chapter begins by briefly outlining some of the resistance to constructivist teaching before offering encouragement for educators wary of making the change. The authors describe 12 descriptors of constructivist teaching behaviors and examples for each of how the concept might look in a sample classroom. While framed as constructivist theory, many of these behaviors could simply be labeled today as “good pedagogy.” The book from which this chapter comes was first published in 1999 and updated in 2001, possibly explaining why the theory seemed to be presented as a radical new idea. However, once beyond what could be perceived as excessive flaunting of the term “constructivism,” the ideas are solidly founded on research and observations of successful classrooms and are paired with plausible scenarios for teachers to internalize.