For this week I have combined the two tasks into one.

When I was reviewing

my statement on education I realised that my understanding of what
education should be, aligned with the three elements of constructivist
teaching drawn from the readings. The three elements of constructivist
teaching found in the readings that have become my personal educational
principles are:
learning is an active process,
learning is unique to each student
learning does not occur in a vacuum.
In the article by Smetana and Bell (2012) all successful programs discussed
used computer simulations to create opportunities for students to be active
in their own learning. Learning should not be a passive experience, instead
students should be confronting their understandings and applying their
knowledge through a variety of means. To me active learning can also be
thought of as play. In the chapter from Fosnot (2012) the importance and
power of play is described in great detail. The students of Reggio Emilia are
provided the opportunity to create large projects based upon personal
interest. The teacher does not spend his/her time lecturing the students,
instead the students are given the freedom to explore and troubleshoot
amongst their peers. Through this methodology the students are able to
create impressive public projects that demonstrate deep learning. There was
one passage that stuck out to me and I feel exemplifies the role a teacher
should play in a constructivist classroom.
It is the teachers responsibility to facilitate this play by
providing the appropriate spaces, materials, and group
dynamics for putting things into relation. (4643 of 6918,
Kindle edition)
In the constructivist model of knowledge each individual brings with them
unique schemas created through cultural and social experiences. This
means that as teachers we are not teaching to a group of students who all
approach a concept in the same way. Instead it is imperative that we take
the time to surface individual understandings and create opportunities of
each student to find success. Through the use of technology, we are able
now to provide opportunities through simulations that can be tailored to the
individual student. (Smetana & Bell, 2012) This is not to say that computer
simulations are the substitute for all teaching strategies. Instead teachers
should be using their knowledge of the individual student coupled with their
knowledge of content and technology to create powerful learning
experiences.
Finally, it is my belief and understanding that learning does not occur in a
vacuum. Instead learning is a social event. This is not refuting what I have

stated earlier around each student bringing their own individual knowledge
to the classroom. Instead it is through the connecting of each students
knowledge that we are able to create new learning. In the Reggio Emilia the
students are often groups with partners. (Fosnot, 2012) This creates
dynamics where the students are able to share and challenge each others
decisions. The students in working together are encouraged to create
justifications for their understandings. It is not a simple matter of a student
makings something, receiving a mark, and moving on to the next
assessment. Instead the students are in constant dialogue with each other
around their decisions and assumptions. I will admit to needing to do a better
job of this in my classroom. Often I find myself being the arbiter of
knowledge, instead I need to recognize that learning is social, and create an
environment where my students are sharing and creating knowledge
collaboratively.
Works referenced
Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice.
Teachers College Press.
Smetana, L., & Bell, R. (2012) Computer Simulations to Support Science
Instruction and Learning: A critical review of the literature, International
Journal of Science Education, 34:9, 1337-1370, DOI:
10.1080/09500693.2011.605182