The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. Constructivist approaches work well with learners of all ages, including adults.
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SSHRC ’s Guidelines for the Merit Review of Aboriginal Research are relevant for researchers (applicants and project directors) and students preparing SSHRC applications related to Aboriginal research . SSHRC provides these guidelines to merit reviewers to help build understanding of Aboriginal research and research-related activities, and to assist committee members in interpreting SSHRC ’s specific Challenge, Feasibility and Capability evaluation criteria in the context of Aboriginal research. SSHRC relies on a community of merit reviewers with experience and expertise in Aboriginal research to judge the extent to which the guidelines may be applied to a particular research proposal. The guidelines may also be of use to external assessors, postsecondary institutions and partner organizations that support Aboriginal research.
The Guide to Writing Research Papers has a special section on writing outlines, and we recommend you review that material. From that document, here is one image (below) that might prove especially helpful, a sample outline (from the MLA Handbook ) of another proposed paper. The important thing to notice about it is how supporting details are arranged beneath more important ideas and the outline branches out (toward the right) as ideas become more supportive in nature. Logic demands that an "A" be followed by a "B." (If there is no "B," maybe there shouldn't be an "A," or "A" should be incorporated into the paper in some other way.)