1. Teaching-to-Learn: A Constructivist Approach to Shared Responsibility
指導教授 : 陳明溥 博士
報 告 人 : 謝麗玲
日 期 :
Milbrandt, M. K.,  Brooke, J. F., & Abghari. R. N. (2004).
Teaching-to-learn: A constructivist approach to shared responsibility. Art Education, 57(5), 19–33.

2. Abstract
Self-determination or choice is a powerful motivational force in learning that simultaneously enhances both achievement and attitudes about learning.
Discuss the components, goals, and the effectiveness of constructivist learning theory in personal development of students.(Milbrandt et al )

3. Introduction
Student decision-making has undoubtedly been the crux of creative and critical thinking and is central to a humanistic approach to art education. (Lowenfeld & Britain, 1970; Eisner, 1972; Gaitskell & Hurwitz, 1975).
constructivists view knowledge as constructed by the learner in a particular context, and not pre-existent or given from an expert or authority.
that knowledge or meaning is constructed by humans for ourselves, based on a multitude of sensations, and organized within an environment or culture. (Dewey (1938), Vygotsky (1934), Piaget (1970), Bruner 1960))

4. What is Constructivist Theory
"it is the search for understanding that motivates students to learn" rather than knowledge itself. (Brooks and Grennon Brooks, 1999)
Dewey's (1938) belief in immersing students in life experiences to stimulate learning and connect students to the world beyond the classroom.
Both Dewey and Piaget suggest that motivation for the construction of knowledge often comes from an experience of cognitive conflict or puzzlement (Savery & Duffy, 1995).

5. What is Constructivist Theory -2
Phillips (1995) identifies three distinct student roles in constructivism：active learner、social learner and creative learner.
The creation of meaningful artwork involves the student in a construction of identity through purposeful and expressive visual language (Anderson & Milbrandt, 2004).

6. Sharing the Responsibility
活動步驟:
which were then written on the board.
-brainstormed numerous lesson criteria.
the students to determine the most important objectives.
vocabulary and the use of terms were debated.
eventually the students reached a consensus.

7. Sharing the Responsibility
活動細節及結果:
notes that it was revealing to hear her students discuss different interpretations of the objectives.
The discussion turned into an engaging art vocabulary lesson .
The students understood that their lesson objectives would be used as criteria for evaluating their projects.

8. The Teacher's Role
teachers prepared a baseline of introductory information.
encouraged students to determine where they wanted the learning to take them and the level of performance they would attain.
While constructivist lessons are typically more student-centered than traditional lessons.
teacher-as-facilitator is critical to student success.

9. Guidelines for Successful Constructivist Teaching
Provide students with a variety of tools.
Frame strategies.
Develop a flexible classroom climate.
Present numerous opportunities .
Negotiate lesson objectives.
Encourage students to create.
Act as a participant-facilitator.
Encourage students to take ownership.

10. Conclusion -1
student driven still require advanced teacher preparation and organization of resource materials.
The successful facilitation of student-generated lessons requires teachers who are "mature, experienced, confident, resourceful, and lifelong learners" (Grace, 1999)
new experiences can bring about positive changes in our lives and in the lives of our students. (N. Abghari, 2003)

11. Conclusion -2
A constructivist approach to instruction is not a way for teachers to avoid accountability.
it is an opportunity to create a climate that invites and challenges students to be more responsible and reflective teaching-learning partners.