In an era of curriculum coverage and teaching to the test, classroom models of constructivist learning theory are becoming increasingly rare. Rather than learning to use their minds well, children are being prepared to "do" school. How, then, do we support and convince our newest teachers to develop a practice based on how people learn -- a practice they may have never encountered as students? In this workshop, participants will use structured conversations to collaboratively examine their notions of constructivist learning theory, surface assumptions, and risks associated with learning to teach for meaning-making.
