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and passive learning are not always effective. Where- parents and school board members. Education, 122(1), 87+. Re-
as, the current trend of constructivism is proving to be trieved from http://link.galegroup.com.byui.idm.oclc.org/apps/doc/
a new way to engage students in the material to help A80856259/OVIC?u=byuidaho&sid=OVIC&xid=be5f9a0b
them understand it at a deeper level and connect it to
past knowledge. This allows them to retain the infor- Need a new Perspective?
mation longer because it is connected to different ide-
as. Constructivism has proven to be an excellent meth- Come to our New Outlook on Life
od to help teachers accomplish this goal by making meetings every Wednesday at night
the material meaningful and helping students learn in at Diagon Alley right across from
the way that best suits them. Olivander’s!
Free butterbeer for the first 5and a
References half people!
Don’t let OWLs get you down!
 Brewer, J., & Daane, C. J. (2002). Translating constructivist theory The Wizarding World needs you!
into practice in primary-grade mathematics. Education, 123(2),
416+. Retrieved from http://link.galegroup.com.byui.idm.oclc.org/
apps/doc/A98248746/OVIC?
u=byuidaho&sid=OVIC&xid=115491cc

 Iran-Nejad, A. (1995). Constructivism as substitute for memoriza-
tion in learning: meaning is created by learner. Education, 116(1),
16+. Retrieved from http://link.galegroup.com.byui.idm.oclc.org/
apps/doc/A17855126/OVIC?
u=byuidaho&sid=OVIC&xid=54bea51f

 Powell, K. C., & Kalina, C. J. (2009). Cognitive and social con-
structivism: developing tools for an effective classroom. Education,
130(2), 241+. Retrieved from http://
link.galegroup.com.byui.idm.oclc.org/apps/doc/A216181184/
OVIC?u=byuidaho&sid=OVIC&xid=8dde5d3b

 Vermette, P., Foote, C., Bird, C., Mesibov, D., Harris-Ewing, S., &
Battaglia, C. (2001). Understanding constructivism(s): a primer for

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