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A BBC Validation of Contstructionist Approach?
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Topic: A BBC Validation of Contstructionist Approach? (Read 8705 times)
A BBC Validation of Contstructionist Approach?
OLPC News Forum Expert
OLPC News Editor
February 29, 2008, 10:41:38 AM
While insisting she was not advocating a "soft and fluffy" style of teaching, she argued that research showed that a good teacher had to engage with "the powerfully charged emotional relationship between teacher and pupil".
So, for Professor Broadfoot, the key ingredients of good teaching included: creating an atmosphere of mutual respect and fairness in the classroom, providing opportunities for "active learning" and humour to encourage pupil engagement, making learning interesting, and explaining things clearly.
Professor Debra Myhill, from Exeter University, took a similar line. She argued that while good subject knowledge and intellectual ability were both important, they were not "sufficient" to be a good teacher.
The crucial ingredient, she argued, was a teacher's ability to reflect on his or her own performance and then to change it. She too argued for a healthy scepticism towards national policy initiatives.
Indeed she advocated that a good teacher should go in for "creative subversion".
By this, she meant that teachers should neither passively comply with government initiatives, nor should they point blank refuse to implement them. Instead they should "adapt them creatively".
The third expert, Professor Mary James, from the Institute of Education drew on the massive, 10-year long teaching and learning research programme for her recipe for good teachers.
Maybe the wheel is turning?
One of her top 10 requirements was that the teacher should "promote the active engagement of the learner".
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Re: A BBC Validation of Contstructionist Approach?
February 29, 2008, 12:51:51 PM
The XO and the OLPC mission fits in with Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education and can certainly be applied in the pre-k-12 sector as well.
Seven Principles of Good Practice:
1. Encourages Contact Between Students and Faculty
Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
2. Develops Reciprocity and Cooperation Among Students
Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.
3. Encourages Active Learning
Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.
4. Gives Prompt Feedback
Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.
5. Emphasizes Time on Task
Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.
6. Communicates High Expectations
Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.
7. Respects Diverse Talents and Ways of Learning
There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.
"It's never too late to be what you might have been." - George Eliot
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