Rating: 
Summary: In Search of Understanding: The Case for Constructivist Clas
Review: Do you teach in a classroom in which there are no behavior problems. Where students sit at there desks with arms folded and smiles on their faces, eager to jump at the challenge you are about to put before them? No? This book assumes you do. Not only is this book an excersize in Utopia, it is very liberal by design. Several times, known communists are quoted and their ideas taken as gospel. Do you want our children being taught by a teacher following a socialist agenda? Do you want to teach your classroom in this manner? Then do not follow this book. The book is peppered with a few good ideas, but I have a problem with the message delivered. Comments such as "truth is often a matter of interpetation", and "grades are used to communicate that some students are smarter than others" are liberal ideas communicated throughout this book. If you want to improve your teaching by using research based instructional strategies, there are many pieces available that address this without being so radical.
Rating:
Summary: In Search of Understanding: The Case for Constructivist Clas
Review: I first read the 1993 edition in 1993, and I was sold on it. There is no more clear nor concise book on constructivist instructional design in the business. The book is practical and can be read quickly. It doesn't get bogged down in too much jargon or theory. I object to one critic who claims the book is "ivory tower" and leans to much on science and math examples. The book is just the opposite from "ivory tower" and as for math and science examples, as a science teacher who spent years reading theory pitched toward humanities teachers that I had to adapt to my realm, I found this book refreshing. I would counter that creative,constructivist, dedicated teachers of English, World Languages, and Social Sciences would be able to adapt the Brookses's examples to their fields with ease.
Rating: 
Summary: Short and Sweet and to the Point
Review: I first read the 1993 edition in 1993, and I was sold on it. There is no more clear nor concise book on constructivist instructional design in the business. The book is practical and can be read quickly. It doesn't get bogged down in too much jargon or theory. I object to one critic who claims the book is "ivory tower" and leans to much on science and math examples. The book is just the opposite from "ivory tower" and as for math and science examples, as a science teacher who spent years reading theory pitched toward humanities teachers that I had to adapt to my realm, I found this book refreshing. I would counter that creative,constructivist, dedicated teachers of English, World Languages, and Social Sciences would be able to adapt the Brookses's examples to their fields with ease.
Rating: 
Summary: Wow!
Review: If you are a progressive, constructivist eductor who does follow the drill and kill method, this is the book for you. It provides insight into why you should teach the way Piaget advocates and gives concreate examples of how to make your classroom truly constructivist. Think that school is boring our kids to death? Then you ust read this book. Become a better educator today!
Rating:
Summary: A MUST READ FOR PROGRESSIVE EDUCATORS!
Review: If you are a progressive, constructivist eductor who does follow the drill and kill method, this is the book for you. It provides insight into why you should teach the way Piaget advocates and gives concreate examples of how to make your classroom truly constructivist. Think that school is boring our kids to death? Then you ust read this book. Become a better educator today!
Rating: 
Summary: Educators, Read This Book Carefully
Review: If you are considering the constructivist approach to teaching this book is probably as good as any others that address this topic. Brooks and Brooks present constructivism as an interesting array of excellent teaching methods. It is what I would call discovery learning, reminiscent of the 1980's. In other works the authors reveal the defining quality of constructivm and their postmodern philosophy more clearly by denying that there is any real truth for children to discover or learn. If you are a person of faith, I am asking you to think very seriously before you adopt a constructivist approach to teaching, and participate in its hidden curriculum: There is no truth. Can you teach as effectively, or more effectively as a discovery teacher? Pray, ask God to guide your teaching as you work with the greatest gift to us all--the children.
Rating:
Summary: Wow!
Review: If you're looking to reform your classroom and reform your teaching, this simple book is for you. Shouldn't teachers be focusing on learning for understanding? This can be read over a weekend, just enough time to implement change on Monday.
Rating:
Summary: Parallax View of the Classroom
Review: The author's case for constructivism is predicated on unrealistic notions not only concerning the realities of education, but also the fundamentals of social diversity. The book seems to take the view that the more radical a notion is the more bookworthy it becomes. This concept is promoted by outlandish recommendations that clearly could not be practically implemented ... or even reasonable to consider. The author does not provide empirical evidence to support his opinion. The author seems to rely on a self-aggrandizing style to entrap other educators who may embrace his liberal ideas more as a defense against being labeled the traditionalist villian in this fictional work. Any educator who embraces this book has a parallax view of the classroom ... one that is upside down and inside out. In that case, the problem is not the classroom, but the teacher.
Rating:
Summary: Parallax View of the Classroom
Review: The author's case for constructivism is predicated on unrealistic notions not only concerning the realities of education, but also the fundamentals of social diversity. The book seems to take the view that the more radical a notion is the more bookworthy it becomes. This concept is promoted by outlandish recommendations that clearly could not be practically implemented ... or even reasonable to consider. The author does not provide empirical evidence to support his opinion. The author seems to rely on a self-aggrandizing style to entrap other educators who may embrace his liberal ideas more as a defense against being labeled the traditionalist villian in this fictional work. Any educator who embraces this book has a parallax view of the classroom ... one that is upside down and inside out. In that case, the problem is not the classroom, but the teacher.
Rating:
Summary: A Weak Effort
Review: The fact that this book is written by a science professor and a district superintendent should say it all. The lack of day-to-day contact with public school classrooms shines through. This book is ivory tower thinking.The anecdotal examples of constructivist classroom activities are nice, but they lean toward the math and science (surprise, surprise) where constructivist/problem solving activities should come rather naturally. Although the end of the book tries to save itself with twelve ways a teacher can be more progressive, the book all but ignores language arts and history (save one or two elementary anecdotes) and completely fails to make any sort of "case" for constructivism, as the title promises. In education, it seems that anything goes. We want our students to build their knowledge in an independent fashion so we give lip-service to constructivist methods, and yet, with pressures of testing purely constructivist classrooms are simply not possible. For constructivism to work, there must be (a)a philosophical systemic change, (b)additional class time, and (c) a student culture interested in learning. None of these items are seriously addressed in the authors' nonexistent 'case'. Books by William Glasser, Alfie Kohn and Howard Gardner do a much better job of making a case and laying groundwork for progressivist classrooms. All constructivist teachers should thank the lecture-style teachers who came before and actually taught students something. Without "prior knowledge," constructivism is an empty and vain endeavor, an exercise in futility. This book didn't address any studies on constructivist-taught students' ability to perform better on multiple choice tests. In fact, it talked down to multiple choice testing (of course), ignoring that such tests are the way--whether we like it or not--that students make it through the system. Not preparing them for such tests is a disservice, and contrary to the opinion of the author, there are multiple choice tests that engender inductive and inferential thinking. Find another book to buy if you want enlightenment. The fact that teachers say they get something out of this book scares me. As an AP Lit teacher, I found this book was not the least bit enlightening.
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