PD Proposal: Literature Circles Constructivist Learning

8/10/2019 PD Proposal: Literature Circles Constructivist Learning

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Professional Development Workshop Series:

Literature Circle Constructivist Learning Approach

Kimberly Wagner

8!"!!#

$%$C Constructivist Strategies for $'Learning

(nstructor: Samia Khan

)niversity of *ritish Columbia

August !+, +!-


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Part A

WORKSHOP CONTENT

Knowledge & Beliefs

Why do we study literature?

We stu.y literature to better un.erstan. our /orl. an. the people /ho live in it because /hen

/e stu.y literature /e are attempting to achieve a better un.erstan.ing of humanity0 %he

problem /ith our /orl. is the .ifficulty of .efining kno/le.ge in terms of .efinite, soli. truth0 1ne

can assert a number of propositions /hile analy2ing the behaivour of a character in a story that

are base. on evi.ence presente. or reveale. in the telling0 When /e believe a proposition there

is a matching bet/een /hat /e think is the case an. /hat is really the case3 ho/ever, true

beliefs are still not kno/le.ge until they are proven to be 4a genuine achievement on the part of

the agent56an.7 not simply a matter of luck 9Pritchar., +!, pg0 ;0 (n a fictional story, one

must use the .irect an. in.irect evi.ence create. by the author to .etermine uently use metho.s of mis.irection, ambiguity, mystery, an. other

metho.s to create suspense, so .etermining truth can be a challenge0 %here are often grey

areas, or potentially false beliefs, that are purposely reveale. later0 %he rea.er, regar.less of

age or aca.emic ability, nee.s to assess the behavior of the characters, suggest propositions

that they believe to be true, an. then fin. evi.ence to support their truth0 ?or their propositions

to be .etermine. true beliefs there must be consistency an. no contra.ictory .etails0 %hose

.etails in the story that support true beliefs are of instrumental value in proving a character=s

traits or intentions0 (n a /ell'crafte. /ork of fiction every .etail is important to the story3 it has

purpose in terms of setting, plot, theme, or character .evelopment0 1nly particular .etails /ill be

important to a certain purpose, for e@ample, of proving a character has integrity or not0 Although

/e stu.y literature /ith the purpose of .etermining truth about human nature an. our /orl., it is.ifficult to ever come to .efinite conclusions .ue to the instability of kno/le.ge 9Pritchar.,

+!;0 % he propositions containe. in literature that are the i.eas of particular authors can be a

starting point to .etermining truth through further stu.y into supporting social sciences, like

psychology, philosophy, or anthropology0 Stu.ying literature, fiction or non'fiction, helps us

.evelop a greater un.erstan.ing of other people an. the /i.er /orl.0 Critically assessing

characters /ithin particular settings an. circumstances is perfectly coor.inates /ith

constructivist teaching metho.s0

(n a..ition to kno/le.ge being .ifficult to .efine, .ifferent types of kno/le.ge have their

problems in terms of reliability0 ?or e@ample, /e put a great .eal of trust in testimonial

kno/le.ge, but it sometimes false or mislea.ing3 thus, efforts are nee.e. to uncover testimonial.eceit0 $ven characters can be .eceitful in their /or.s an. actions0 As /ell, memorial

kno/le.ge is a problem too since our memories are not very reliable0 $mpirical kno/le.ge is

.evelope. /ithout .irect e@perience /ith the /orl. 9Pritchar., +!;, an. literature stu.y is an

e@cellent e@ample of it as /e rea. about the e@periences of others, fictional characters or real

people, an. learn from them0 %o .ra/ conclusions about people an. the /orl., /e can .evelop

.e.uctive or in.uctive arguments about their behavior0 Stu.ents can .evelop their critical

thinking an. argumentation skills through the stu.y of literature0 %he ultimate goal of literature


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stu.y is for stu.ents to become better critical thinkers /ho can fin. reasonable ustification for

their i.eas0 (n an effort to reach an obective truth, /e are continually trying to better un.erstan.

our relation to the /orl., so there is opportunity to gui.e stu.ents as to varying perspectives of

truth accor.ing to factors like gen.er, race, religion, region, nation, etc0

Learning is Situated

How can the study of literature be a situated learning experience?

%he concept that learners actively construct their kno/le.ge as they interact /ith the

/orl. is interconnecte. /ith the concept that learning is socially an. culturally situate. 9Cobb,

+&;0 1ur interaction /ith the /orl. starts at birth an. is roote. in our culture an. social

situations0 (t is a very natural process0 %ra.itional literature teaching in schools of much of the

+thCentury has been more in.ivi.ualistic in nature0 Learners /ere e@pecte. to rea. alone,

a.opt the mainstream un.erstan.ing of that /riting, regurgitate significant .etails on tests, an.

/rite generic essays that a.vocate the main i.ea0 %his process is not natural as it ab.icates the

social aspect of learning0 Accor.ing to Cobb 9+&;, both the in.ivi.ual an. the group are

important to the process of learning3 each in.ivi.ual learner has a min. an. is thinking about the

content an. ho/ it relates to himBher, an. there is also a process of enculturation /here

in.ivi.uals come together an. share their kno/le.ge an. come to a share. un.erstan.ing 9pg0

-;0 Literature /as meant to be rea. an. .iscusse. from .ifferent perspectives to .elve into the

various meanings that .ifferent people .erive from a /ritten /ork0 An author /ho /rites a /ork

that becomes consi.ere. literature has ma.e a meaningful statement about life, human nature,

an. culture /hich are all connecte. to our social interaction0 $@ploring literature or .eci.ing if a

/ritten /ork merits being consi.ere. literature are social activities involving many people /ith

varying perspectives that can be consi.ere., assesse., an. negotiate.0

Eliciting Prior Knowledge

Is prior knowledge necessary to future learning?

When /e are born /e .o not have any prior kno/le.ge, but /e start interacting /ith the

/orl. an. learning about our surroun.ings an. the people in it0 %hese e@periences an.

moments of learning .evelop our prior kno/le.ge, an. /e are constantly buil.ing on /hat /e

alrea.y kno/0 After learning the ru.imentary basics of rea.ing, learners buil. on that kno/le.ge

by rea.ing more an. more challenging books that contain more .ifficult vocabulary an. ne/

i.eas, so at /hatever age or level of rea.ing, learners are buil.ing on their prior kno/le.ge,

making connections /ith /hat they alrea.y kno/ an. assimilating or accommo.ating that ne/

information0 Accor.ing to *aviskar, artle, an. Whitney 9+";, an e.ucator must use metho.s

to elicit the prior kno/le.ge of the learners or 4the ne/ kno/le.ge /ill not be 4incorporate. into

the learner=s 6e@isting7 construct 9pg0 &-#;0 Prior kno/le.ge can be elicite. through 9formal or

informal; pre'tests, asking >uestions, or concept mapping0 %eaching stu.ents to elicit prior

kno/le.ge as they rea. though self'>uestioning is a key techni>ue for connecting ne/

information to /hat you alrea.y kno/0 (n my e@perience, stu.ents are >uite hesitant to ask

>uestions about /hat they are rea.ing because they feel that it is revealing their lack of

kno/ing, as if not kno/ing something means they are not that intelligent0 Discussing the i.ea of


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prior kno/le.ge an. buil.ing on it coul. create a .ifferent classroom atmosphere because

learners nee. to feel emotionally safe to share their i.eas0

Creating Cognitie !issonance

How can cognitive dissonance be created in a constructivist literature study classroom?

People are naturally curious about their surroun.ings an. /hen they e@perience a

moment of cognitive .issonance, they are motivate. to .elve .eeper in or.er to reect or

incorporate that ne/ information into their kno/le.ge constructs 9*aviskar et al0, +";0

Accor.ing to *aviskar et al0 9+";, 4to make any changes to the kno/le.ge construct

permanent, the learner must be able to apply the change. construct to novel situations, receive

fee.back about the vali.ity of the construct from other sources, an. establish further

connections to other elements in the construct 9pg0 &-#;0 %he learner must become a/are of a

.ifference bet/een hisBher prior kno/le.ge an. the ne/ kno/le.ge /hich seems at first look

more applicable to science or math, but it is >uite applicable to the stu.y of literature as /ell0

People .evelop i.eas about culture, relationships, an. the /i.er /orl., an. they can be

confronte. /ith i.eas that are not consistent /ith their o/n3 literature challenges people to

consi.er other people=s perspectives an. culture that are not a part of their .aily e@perience0

Reflectie Practice

(s meta'cognition, or reflective practice, necessary to the process of kno/le.ge transformation

1nce learning has been ac>uire. an. verifie. through application, learners nee. to

e@press /hat he or she has learne.0 Presentation, reflective paper, a return to a .issonance

creating activity, or teaching someone else a ne/ly'learne. concept are e@amples of ho/ one

can reflect on his or her learning post'application 9*aviskar, et al0, +";0 %he online /riting

me.iums blogs, /ikis, an. forums allo/ for ongoing reflection /hile gaining .eeperun.erstan.ing of concepts 9Eatthe/, ?elvegi, F Calla/ay, +"3 Eiya2oe F An.erson, +!;0

(n Goel=s 9+; seminar group, stu.ents kept an ongoing ournal of their .iscoveries an.

musings that eventually culminate. in a reflective paper0 Hegar.less of the culminating task, the

ongoing reflection .emonstrates the in.ivi.ual=s cognitive ourney as they attempt to .evelop

.eeper un.erstan.ing of the subect0

Blogs" Wi#is and $oru%s to Suort Constructiist Practices in Literature Stud'

o/ can blogs, /ikis, an. forums be use. in a constructivist literature stu.y classroom to

support constructivist learning tenants

%he nature of each of these online /riting me.iums supports constructivist learning

tenants0 While blogs are best for in.ivi.ual polishe. /riting pieces, /ikis are best for collective,

share. content creation, an. forums encourage social response through threa.e. conversation0

%heir in.ivi.ual characteristics ren.er each most useful for .ifferent purposes in the

constructivist learning environment 9?ig0 !;:


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Blogs Wi#is $oru%s

in.ivi.ual formal or informal reverse chronological

or.er e@change author can e.it /ork controlle. by creator social response through

follo/ up comments activity oriente.: create

substantial /ell'

prepare. /riting piece,

rea. an. respon. to

peers /ork

collective formal or informal final pro.uct

e@press all contributors can e.it open social collaboration

using page commentary activity oriente.:

.evelop content /ith

others, .etermine topics

of importance,coor.inate on

formatB.elivery

cooperative formal or informal threa.e.

process e.iting not permitte. controlle. by mo.erator social response through

threa.e. conversation activity oriente.:

respon. to a

>uestionBtopic, rea.

other responses, thinkcritically, respon. to

peers

?igure ! 9A.apte. from Eiya2oe F An.erson, +!;

Wikis are particularly useful in a constructivist classroom environment because stu.ents

/ork together to 4generate online materials that reflect /hat they have learne. an. sho/

connections bet/een their prior kno/le.ge, the course content, an. their personal e@periences

9Eatthe/s et al0, +", pg0 #";0 A face'to'face classroom e@perience is [email protected]. by the

collaborative /iki .evelopment /here rea.ing, .iscussion, an. reflection regar.ing course

content continues0 Accor.ing to Eatthe/ et al 9+";, 4Wikis harness a groups= collaborative,

creative energy to pro.uce share. kno/le.ge that benefits everyone50 (n a collaborative online

community, each stu.ent=s i.eas an. kno/le.ge are available an. are a resource for everyone

in the class5 9pg0 #";0 As the stu.ent group .evelops the /iki, they become a community of

practice: 4Commitment to a common goal enables members of the communities to /ork

together an. to learn from each other as they ac>uire a share. un.erstan.ing5 9pg0 -;0

?inally, creating a /iki situates learning in an authentic conte@t because the /iki has a real

purpose of increasing un.erstan.ing of the community of learners regar.ing a particular topic0

L(TERAT)RE ST)!*

(n a constructivist learning environment the participants are an integral component since

they .evelop into a professional learning community that focuse. on a particular topic /hich is

the focus of stu.y0 %hey are a community because they collaborate on un.erstan.ing an.

[email protected] the content an. .evelop a share. kno/le.ge of it0 Learners, /hether stu.ents or

teachers, construct their o/n sense of a topic0 Co/ey 9+&; notes that her o/n pre'service

teacher constructivist learning involve. participating as a learner of language arts /hich /as

then synthesi2e. in a refle@ive paper on their transforme. pe.agogical philosophy0 Like/ise, the


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pre'service teachers in Goel=s 9+; language arts program in Gova Scotia /ere immerse. in

e@periencing constructivist language arts, so they coul. truly un.erstan. the application of

constructivist learning theory through uestioning /ithin the group

challenges each member to transform his or her un.erstan.ing0 Goel 9+; notes that critically

assessing the content is performe. by making comments, asking >uestioning, making

connections to other content, prior kno/le.ge or e@periences0 Accor.ing to Jescio et al0 9+8;,teachers /ithin PLC groups benefit from the collaborative aspect as members 4encourage

sharing, reflecting, an. taking the risks necessary to change 9pg0 8-;0

%o un.erstan. constructivist learning theory as a learning approach, learners nee. to

e@perience it first'han.0 (n my teaching conte@t, professional .evelopment for /orking teachers

9full or part'time but /orking consistently; beyon. the pre'service year has typically been

performe. on professional learning .ays .uring the school year0 %eachers have been e@pecte.

to receive by transmission an. possibly through some activity particular content that the school

boar. e@pects to be a.opte. an. implemente. /ithin a short time frame0 ?urther professional

learning time /as only a..e. after teachers complaine. that they ha. not receive. a.e>uate

training on the ne/ metho.ology they /ere e@pecte. to a.opt0 About five years ago, the school

boar. a.opte. a PLC format /here teachers engage in short sessions every t/o to four /eeks

to further their learning on a particular topic chosen by the school boar.0 Although these

sessions buil. content, they are not constructivist in nature, as there is still a transmission mo.el

being use.0

?or the PLC mo.el to result in transformative learning that results in a 4fun.amental shift

in the habits of min. that teachers bring to their .aily /ork there nee.s to be an environment

that encourages 4sharing, reflecting, an. taking the risks necessary to change 9Jescio, Hoss F

A.ams, +8, pg0 8-;0 %he current PLC mo.el .oes not allo/ teachers to have authority over

their learning process3 teacher authority, 4the ability of teachers to make .ecisions regar.ing5

the processes of their learning communities5 is 4essential to improving stu.ents= learning 9pg0

8&;0 %eachers /ith authority over /hat they learn an. ho/ their school operates feel investe. in

trying i.eas that they feel /ill benefit their stu.ents0 Co/ey 9+&; notes the follo/ing regar.ing

her implementation of a constructivist language arts program .uring her first year of teaching

/here she /as given authority over her practice: 4Ey first year soli.ifie. much of my thinking

an. strengthene. my constructivist beliefs 9pg0 +!;0 Professionals /orking /ithin the fiel. can


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e@plore these teaching practices /ith stu.ents an. use a constructivist process for re/orking

their current schema on effective teaching an. learning0

*ecause many teachers have learne. through their stu.ent e@periences an. teacher

training that /as not constructivist in nature, it /ill take time to transform current schema that

often involves 4a vie/ of learning as the ac>uisition of specific facts, rules, an. attitu.es that arepicke. up by e@posure an. a vie/ of the teacher=s role in the process as sho/ing an. telling

stu.ents /hat they nee. to kno/5 9?osnot, +&, %eachers Construct Constructivism 9%CC;,

pgs0 +I#'+I-;0 %eacher can.i.ates /ho then become ne/ teachers responsible for their o/n

classrooms, like Co/ey 9+&;, nee. further e@periences /ith constructivism to result in

transformative un.erstan.ing0 ?osnot 9+&, %CC; notes that teacher e.ucation is a starting

point for challenging these tra.itional beliefs 4through activity, reflection, an. .iscourse in both

course/ork an. fiel. /ork5, an. fiel. e@periences e@ten. initial un.erstan.ing 4to allo/ for

further investigation an. e@perimentation5 9pg0 +I-;0 (t is the ongoing learner investigation,

reflection, an. .iscourse that is integral to lasting un.erstan.ing /hich is necessary for change

to occur0 (t nee.s to be a lengthy process to allo/ for that process of min. transformation0

Part B

Professional !eelo%ent Wor#s+o , Literature Circle Constructiist Learning

Aroac+

PLAN

Target Audience-ra.es " an. ! $nglish teachers /ithin my home school

Sc+edule- (n a school year, there are ten professional learning cycle 9PLC; one hour sessions

per month3 these sessions /ill allo/ for a constructivist process of learning over the course of

the school year that involves eliciting prior learning, a generative process of active thinking 9that

involves rea.ing, speaking, listening, thinking, an. /riting;, situate. in>uiry in terms of fiel. /ork

to e@periment an. test i.eas, the instructor acting as a facilitator 9provi.ing meaningful

fee.back;, an. reflective activity to actively reflect on the application of the content 9*aviskar et

al0, +"3 *erge, ++3 Eatthe/ et al0, +";0 %he sessions /ill follo/ this general sche.ule:


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Session Actiit' $ocus

! $liciting Prior Learning

+'- Constructivist Learning %enants

&' Development of ?iel. Work

8'" ?iel. Work

! ?inal Heflection: Assessment

ACT(.(T(ES

Session / , Oening Resonse 0uestion

Learners /ill be aske. to respon. to a >uestion that /ill activate prior learning an. to establish a

reference point in current thinking on the subect of /hat constitutes a successful literature

stu.y:

What are the necessary components of literature stu.y for best stu.ent learning

results What approach or particular activities have not /orke. out Why (.entify any

problems /ith current .elivery of literature stu.y0

%hey /ill first /rite their o/n response in their personal log, an. then they /ill .iscuss their

responses to .etermine i.ea tren.s an. points of contention, an. to critically assess those

points of contention0

Ho%ewor#-Learners /ill be aske. to 9!; revie/ a po/er point .esigne. in e'book format that

revie/s the key i.eas about kno/le.ge an. true belief that are relevant to literature stu.y

9base. on Pritchar., +!;, an. 9+; fin. one other resource on a relate. topic to share /ith the

group0

Session 1 , Knowledge & True Belief

Learners /ill .iscuss /hat they learne. about kno/le.ge an. true belief an. ho/ it applies to

literature stu.y:


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o/ is kno/le.ge .efine. What is the .ifference bet/een kno/le.ge an. true belief

(s it possible to come to obective conclusions in literature stu.y

%he above >uestions /ill apply to the assigne. rea.ing as /ell as the in.epen.ently locate.

critical resource0 During the seminar type .iscussion, each group member /ill share his or her

other resource, an. .iscussion /ill .evelop base. on the content that is reveale. an. the issuesan. concerns raise. by members of the group0 %he facilitator /ill intervene as necessary to

provi.e a..itional >uestioning or re.irection 9as base. on Goel, +;0 %his constructivist'base.

metho. /ill occur at this session an. every subse>uent session0 Learners /ill be encourage. to

use their personal log to recor. notes on the topics of stu.y an. to recor. >uestions to present

to the group at the ne@t session about the current rea.ing0

Ho%ewor#: Learners /ill be aske. to 9!; rea. the Co/ey 9+&; article A ?irst'ear %eacher

(mplements a Literature'*ase.BWhole'Language Program in a ?ourth'?ifth ra.e or the oul.

9+&; article A Constructivist Perspective on %eaching an. Learning in the Language Arts from

the ?osnot 9+&; e.ite. te@t Constructivism: Theory !erspective and !ractice, an. 9+; fin.

one other critical article about a constructivist Language Arts or high school $nglish classroom

Session 2 , Constructiis% in Language Arts Classroo%s

Learners /ill .iscuss /hat they learne. about constructivist Language Arts or high school

$nglish classrooms an. ho/ it compares to ho/ they are currently teaching:

What are the key elements of a constructivist learning environment o/ .oes this type

of learning approach compare to ho/ you are currently teaching What problems might

a constructivist approach a..ress What concerns .o you have about .elivering

literature stu.y in this fashion

Ho%ewor#: Learners /ill be aske. to 9!; rea. the Eatthe/s et al0 9+"; article Wiki as a

Collaborative Learning %ool in a Language Arts Eetho.s Class an. 9+; fin. one other critical

article about the use of online /riting me.iums in constructivist Language Arts or high school

$nglish classroom 9/hich coul. be the Eiya2oe et al0 9+!; article Learning outcomes an.

stu.ents= perceptions of online /riting: Simultaneous implementation of a forum, blog, an. /iki

in an $?L blen.e. learning setting;0

Session 3 , )se of Blogs" Wi#is and $oru%s to Suort Constructiist Practices

Learners /ill .iscuss /hat they learne. about the use of online /riting me.iums in constructivist

Language Arts or high school $nglish classrooms:

What are some best use. for blogs, /ikis an. forums in a constructivist learning

environment an. in particular a literature stu.y classroom program o/ coul. each be

use. /ithin a constructivist learning environment

Ho%ewor#: Learners /ill be aske. to 9!; create a min. map to organi2e /hat they have

learne. about kno/le.ge, constructivism, an. online /riting me.iums to share at the ne@t


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session, an. 9+; rea. the *aviskar et al0 9+"; article $ssential Criteria to Characteri2e

Constructivist %eaching: Derive. from a revie/ of the literature an. applie. to five constructivist

teaching metho. articles0

Sessions 456 , !eelo%ent of Constructiist Literature Stud' Plan

Learners /ill present an. compare their min. maps in session five, an. then .iscuss the

essential criteria of constructivist teaching:

What .o *aviskar et al0 9+"; i.entify as the essential criteria of constructivist teaching

What problems /ere e@emplifie. by the literature revie/ of


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ASSESS:ENT

%his format of professional .evelopment mo.els effective constructivist learning

metho.s that promotes the .evelopment of a professional learning community as this group of

teachers collaborate on their un.erstan.ing an. .evelope. a share. kno/le.ge of using

constructivist teaching practice in an $nglish literature high school classroom0 %hey /ill bepresente. /ith >uestions to elicit their prior kno/le.ge an. be encourage. to ask >uestions to

e@ten. their un.erstan.ing by getting their >uestions clarifie. by their peers0 %he log keeping

throughout the process buil.s in reflective practice an. lea.s to a final reflection on /hat has

been learne. through the ten session process0 %ime bet/een sessions allo/s for reflection as

they think about the content an. apply it /ithin their teaching conte@ts0 %he participants first

elicit their prior kno/le.ge, then learn about constructivist learning tenants, practice it in the

fiel., an. finally e@perience it themselves through this professional .evelopment0 %he fiel. /ork

is especially important to transformative learning because shifts in teaching metho.ology

re>uire practice0 %his series of sessions also allo/s each participant to have control over /hat

they /ill .o /ith this learning in the classroom0 (nstea. of ust being tol. /hat they have to .o,

they get to .eci.e /hat /oul. be the best /ays to .eliver constructivist learning practices0


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References

*aviskar !, S0 G0, artle, H0 %0, F Whitney, %0 9+";0 $ssential Criteria to Characteri2e

Constructivist %eaching: Derive. from a revie/ of the literature an. applie. to five

constructivist teaching metho. articles0 (nternational Mournal of Science $.ucation,

#!9-;, &-!'&&0http:BBe2pro@y0library0ubc0caBloginurlNhttp:BBonlinelibrary0/iley0comB.oiB!0!8B"&I"!#!!+!

*erge, O0 L0 9++;0 AC%(J$, (G%$HAC%(J$, AGD H$?L$C%(J$ $L$AHG(G0 "uarterly

#eview $f %istance &ducation, '9+;, !8!0 Aca.emic Search Premier0 Hetrieve. from

http:BBsearch0ebscohost0com0e2pro@y0library0ubc0caBlogin0asp@

.irectNtrueF.bNa"hFAGN&-8"#FsiteNehost'liveFscopeNsite

Cobb, P0 9+&;0 Where is the Ein. A Coor.ination of Sociocultural an. CognitiveConstructivist Perspectives 6Chapter #70 Constructivism: Theory !erspectives and!ractice +n. $.0, $.ite. by ?osnot, C0 Ge/ ork: %eachers College Press, #"'&0 6Print7

Co/ey, S0 9+&;0 A ?irst'ear %eacher (mplements a Literature'*ase.BWhole'Language

Program in a ?ourth'?ifth ra.e 6Chapter !!70 Constructivism: Theory !erspectives (

!ractice +n. $.0, $.ite. by ?osnot, C0 Ge/ ork: %eachers College Press, !"#'+!!0

6Print7

$ntrekin, ?0 9+;0 1nline igh School Courses: Preventing Dropouts an. Provi.ing a

Successful Learning $@perience0 9)n.etermine.;0 %istance )earning, *9-;, -!'-0

$.ucation Source0 Hetrieve. from

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?osnot, C0 9+&;0 %eachers Construct Constructivism: %he Center for Constructivist %eachingB

%eacher Preparation Proect 6Chapter !&70 Constructivism: Theory !erspectives and

!ractice, +n.$.0 $.ite. by ?osnot, C0 Ge/ ork: %eachers College Press, +I#'+&0

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einrich, $0 9+-;0 $lectronic repositories of marke. stu.ent /ork an. their contributions to

formative evaluation0+ournal of &ducational Technology ( ,ociety -9#; Hetrieve. from

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accounti.N!-I&I

Eatthe/, K0 (0, ?elvegi, $0, F Calla/ay, H0 A0 9+";0 Wiki as a Collaborative Learning %ool in a

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PD Proposal: Literature Circles Constructivist Learning