Glcc Newsletter - Fall 2009

Issue #5 • Fall 2009

C ON S T RUC T IVI S T C ON SOR T IUM WHO WE ARE The mission of The Great Lakes Constructivist Consortium is to advocate for learner-centered environments that are experiential, equitable, and ecological.

Editors Susan Ballje

Anne Nordholm

2 0 0 9 –2 010 B o a r d o f D i r e c t o r s Kathleen End, Milwaukee Learning Laboratory and Institute Theresa Erbe, Professional Learning Institute Shane Krukowski, Project Based Learning Systems, LLC Corey Thompson, Cardinal Stritch University Susan Ballje, GLCC Anne Nordholm, GLCC

Advisor y Board Mary Hicks, Boundless Readers, Chicago, IL Madeleine Lubar, Milwaukee, WI

MANUSCRIP T SUBMISSIONS All GLCC members are invited to submit articles to be included in upcoming GLCC Newsletter issues. Students are especially encouraged to submit articles, essays, poetry, etc. Fully edited submissions (of no more than 500 words) must be electronically submitted to anne. [email protected] by the dates indicated below. Depending on the number of submissions, we reserve the right to select only those submissions that best serve the newsletter’s theme. Themes: Fall Issue: Democratic Learning Environments (Submission Date = 9/15) » Winter Issue: Constructivist Assessment (12/15) » Spring Issue: Constructivist School Orientation Practices (3/15) » Summer Issue: School/Community Partnerships (5/30)

CONTAC T GLCC 2217 S. Kinnickinnic Ave. Milwaukee, WI 53207 414.294-3939 http://www.greatlakescc.org

NE WS

In this issue… The Great Lakes Constructivist Consortium is in its second year as a not-for profit entity. Last year was filled with lots of learning and growing; connecting and disconnecting. GLCC still believes that humane schools are defined by

“DEMOCRACY BECOMES A HABIT AS WE GO BACK AND FORTH BETWEEN LIVING IT AND STUDYING IT, OVER AND OVER.”

1) democratic learning environments;

— DEBORAH MEIER

2) constructivist assessment practices; 3) ongoing orientation procedures; and 4) extensive community partnerships. In the fall issue the focus is on democratic learning environments, because, while most people would agree with

vided much guidance, and informed the strategic vision crafted for the current year and included in this issue for your review.

democracy as an idea, there seems

The last essay, by Anne Nordholm, is a

to be very little agreement as to what

continuing effort to help explain why con-

that actually looks, sounds, and feels

structivism is an important framework

like. Even more challenging is how to

for learning environments. Paulo Freire

get an entire educational community to

is one of the philosophical contributors

embrace those principles consistently

to the GLCC work. Future newsletters

and flexibly.

will provide a glimpse at other thinkers/

Susan Ballje begins the issue with a reminder about Community Building as

educators who have helped to shape this work.

central to our work as educators. GLCC

You will also find in this issue the usual

is renewing its commitment to clarity,

requests for support and the list of pro-

and so the GLCC mission description is

gram opportunities in the ongoing quest

included.

for experiential, equitable, and ecologi-

Following the manifesto, there is a more

cal learning.

practical piece for those allergic to

As can be expected GLCC is always

abstractions. It is text from an interview

working with change. The website is

with Tanya Arentsen, who participated

undergoing some major adjustments,

in the summer graduate course, The

and soon this newsletter and zillions of

Essentials of Project Based Learning.

other resources will be made available

The course was one of the most exciting

to you digitally.

and challenging accomplishments of GLCC’s short organizational life. It pro-

Great Lakes Constructivist Consortium News

“In America they have begun to talk of troubled children as ‘THROW-AWAY’ CHILDREN. Who can be less fortunate than those who are thrown away?” — Thom Garfat of Quebec, Canada, Building Bridges in Youth and Child Care Conference

Why Ensure “Democratic Learning Communities” in Education? BY SUSAN BALL JE

M

uch has been written and more is being spoken about the importance of positive school climates, but what is known about the kind of environment that is particularly helpful to youth and contributes to their learning? Within the first month of life, it is apparent that humans attempt to master their environments. Arms reach, fingers grasp, legs kick in search of meaning and connection. Later, before stepping into a classroom, most children continue the innate search of what’s in his/her world by acquiring language, playing with objects, and relating to others. But something tragic often happens to the minds of many children who are eager to achieve. Oftentimes in schools, where the quest is supposed to be nourished and expanded, learning is confined and controlled. Schools can be poor facilitators when the environment interrupts the natural flow of learning, fragments into subject areas, and substitutes punitive consequences for self-responsibility and active curiosity.

tion, develops more skills and feels pleasure, which fuels motivation. Children as well as adults build on successes and develop relationships that contribute to furthering an intergenerational democracy. However within a dominating environment, youth is kept dependent by being told what to do, how it is to be done and are rewarded for obedience and conformity. Youth who have learned to expect isolation and failure seek to escape embarrassment by working hard at avoiding work.

learning requires carefully planned, logical step-by-step lessons delivered by adults to obedient orderly students in classrooms. When youth feel marginalized they cannot contribute. It may not matter if the contribution is toward their own achievement or working together for accomplishing a common goal. So it’s critical to have adults who will be modeling how democracy works and actively engage youth in experiencing “we”. GLCC believes in creating democratic environments by:

If children do not experience democracy in their youth, how prepared will they be as adults to contribute talent, engage in community change, involve the underrepresented, and take responsibility for their own actions?

. Participating in structures that encourage the inclusion of all voices and provide opportunities for shared leadership and collaborative inquiry.

Learning in a democratic environment allows it’s citizens the opportunity to become competent, to be engaged, and to be interested in achieving more. Citizens who experience being a part of community want to master challenges and become involved in making contributions to improve their world. With a supportive environment, youth increases mental cogni-

is seen in all cultures from

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Within our schools we need to address the “us and them” syndrome and learn how to be together in community. Traditional schooling presumes that

“The desire to master learning CHILDHOOD THROUGH ADULTHOOD.

People explore, acquire, construct, and attempt to make sense of the world based on the environment they have experienced.” — Archbishop Desmond Tutu

. Building communities grounded in trust and equity since constructivist learning encourages learners (staff and students) to take risks and tolerate ambiguity. . Advocating community members be proficient with socio-cultural influences that have an impact on educationally relevant variables, such as motivation, orientation towards learning, and ways of thinking. GLCC will engage in a community conversation about Democratic Learning Environments on Oct. st from –: pm at First Thursday. Please RSVP!

Issue #5 • Fall 2009

What Is Great Lakes Constructivist Consortium (GLCC)? The GLCC advocates for learner-

» Learning Is Equitable! Learning

cating their learning within their school

centered environments that

goals are made clear and apply to each

community and the community at large.

are experiential, equitable, and

and every student, while the means

ecological.

to these goals may vary as students

» Learning Is Experiential! Learning happens in the experience and learners take time to reflect on their learning experiences individually and in community because, as meaning makers, humans seek to organize and generalize their knowledge.

themselves vary. Learners are provided sufficient time within a carefully structured, trusting environment to tap into prior knowledge. Learners are provided multiple opportunities to apply, master, and articulate their learning by defending, proving, justifying, and communi-

» Learning Is Ecological! Learning expands beyond the classroom into the needs and opportunities of the community because learning with and within the community is essential to the development of full participating citizens. Patterns of reality and new knowledge are integrated while paradoxes and contradictions purposely explored.

Essentials of Project Based Learning BY SUSAN BALL JE AND ANNE NORDHOLM Project-based learning balances novelty and ritual; fun and focus.

This summer, seven staff from three small

seeking academic credit using project-based learning as the vehicle. All coursework and

high schools (Inland Seas, Milwaukee Learn-

projects were tracked using Project Foundry,

ing Lab & Institute, Professional Learning

a web-based project management tool. Ballje

Institute) along with seventeen students from

and Nordholm facilitated accountability

those schools participated in The Essentials

requirements for the graduate-level credit

of Project-Based Learning, a six-week course

from Cardinal Stritch University that was

very different from typical summer school. The

offered to the teacher-participants.

course was designed as a constructivist process for teachers who are working in learning environments that are experiential, equitable, and ecological. The course was structured in real time with real high school students

Q Building Democratic Learning Environments is important in order to provide a safe and inspiring place for designing, implementing, and presenting student products and outcomes. What do you believe contributed to creating a democratic learning environment during

Here are some comments from Tanya

the course?

Arentsen, Theresa Erbe (Professional Learning

TA I believe that the democratic learning

Institute), and Michael Wridt (Inland Seas School of Expeditionary Learning) three of the graduate-course participants:

environment was created by the implementaCONTINUED ON NEXT PAGE

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Great Lakes Constructivist Consortium News

tion of circle. We also let the students take

a time for people to truly listen and get to know

Q Assessment via the use of

control of the learning and let the rubrics drive

one another. It is a place where trust can be

rubrics was found, in general, to be

the next steps in the process. It leveled the

built. It is also a place where individuals can

very helpful for student success. In

playing field so that it wasn’t the teachers in

begin to build confidence in their abilities to

particular what practices seemed

charge of the students, but rather the students

contribute to the larger community.

most successful?

were in charge and the teachers were guiding.

MW Circle work is the foundation for devel-

TA Advisors constantly referring to them and

oping a productive constructivist learning com-

bringing them up. Some students were satis-

munity. Successful circles are enhanced when

fied with not completing a certain aspect of a

groups (1) stay true to the circle and always use

rubric — supporting students to value quality

TE There were continually opportunities

it; (2) develop circle norms and expectations;

attention to detail would be a great way to

for the students to share concerns or make

and (3) use democratic conversation.

build their sense of motivation to be the best

I believe that finding a way to communicate the importance of everyone’s presence during the course is important.

suggestions either in advisory, in the Parking Lot, or because they felt comfortable with the staff. The staff had time every morning and afternoon to collaborate. With all of these opportunities, the sharing of everyone’s ideas was very natural.

MW To create a democratic learning environment it is very important to be able to communicate. Using several tools such as Zones of Communication and Circle helped frame

they can be.

Q Defining the Whole Project Pro-

TE I think that once staff had the discussion

cess was a major emphasis of the

about what would be considered quality and

course. What were some of the best

rigorous, it became clear that not everyone

practices for supporting student

was on the same page. I think that seeing

skills with projects?

other student presentations at the end helped

TA Focusing on the essential question rubric

students gain an even better idea of what the

and providing the proposal and resources workshops and the resources rubric that

possibilities could have been for the work that they had done.

taught students how to use primary docu-

Having all of the staff members meet individu-

ments and how to find those documents.

ally with students to see what work they had

be more proactive in demonstrating and mod-

TE Two best practices for effective project

and then engaging in conversations about how

eling the use of democratic conversation.

based learning were: having multiple advisors

a democratic environment where everyone’s voice was able to be heard. I think we need to

available to guide and support each student,

Q A lot of time was spent in “Circle” working on creating relationships and building community. How would you describe “Circle Work” to someone who has never experienced it?

and allowing students to take charge and ask the questions that would help them move forward. I think in the beginning staff needed to work more to ensure that they knew how to ask the right questions that would ensure that they were not taking ownership for the work or

TA Circle work is a time when everyone sits in

leading students down a path that they did not

a way so that everyone can see each other and

want to go with their work.

it comes with a set of norms/understandings that only one person speaks at a time and no interrupting. It is a time to discuss issues that affect the whole community so that there is ownership of the issue by all in the circle.

Having mini-lessons based on what student’s said they needed was most helpful. (Example:

that work was related to the rubrics helped the students gain focus about what the rubrics meant and how they could be used to guide their work. Having students assess themselves and their peers using the rubrics was very powerful. Having examples of what work at each level of the rubric would look like, would help students get an even better understanding.

Q Regarding project outcomes presentations, what seemed to help students the most?

The mini-lesson on finding reliable resources.)

TA We had students practice the presenta-

What was missing was an established process

tion for their grade before presenting to oth-

to ensure that students were documenting the

ers. We did present for the identity projects,

TE Three things that I believe are essential

research that they were doing into a usable

but I think more time should be provided to

to running a smooth and productive circle: (1)

format.

support presenting — even if it is, every week

making sure that the norms of the group are followed; (2) the adults coming in and modeling a positive attitude and openness to everyone’s ideas; and (3) every single person that is present is participating in the circle. Circle work is a time for individuals to look each other in the eye and come to a common ground. It is

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Having students use Project Foundry for their Identity project allowed them a little “hands on” experience with the program in a low risk way. It is always difficult if the staff is not as comfortable with a program and then has to guide students on how to use it.

students present what has been completed to date to their advisory or a small group. Students could be evaluated and provided feedback during their practice sessions using the final product rubrics so the presenter knows where they are in terms of progress toward finishing.

Issue #5 • Fall 2009

Flexible learner groupings is typical of project-based and democratic learning environments.

MW What helped students develop presentation skills was practicing with peers and the adults. What was missing that could have

resources and the

Q What suggestions would you

helped students develop these skills was

results will be higher quality work.

make to improve the summer course, Essentials of Project-Based

adequate time. Projects were not completed in a timely fashion and this did not provide us enough time to provide mini-workshops on presentations or the real practice opportunities in front of large groups.

Q What was the most positive aspect of the pbl course?

TE I think the conversations around quality

TE The ability to engage in continuous risky

and rigor need to happen sooner so that in the

conversations with students and staff about

Q What are some ideas for connect-

Learning?

the whole process which resulted in higher

end the students are more engaged in those conversations.

learning by all.

MW I think the flow of the course was right

projects/resources?

MW I think the most positive aspect was

on track. I think one thing that could have

TA This is a scary thing to do if you have never

realizing the fine line between teaching and

ing student projects to community

done it. I would like to see field trips in future courses in which we go to the library for a day, and have a role play of how to interview, a role play of how to investigate for information, etc.

facilitating learning and how easy it is to step over the line in both directions. As teachers we are trained to provide information. As constructivist educators we facilitate student learning driven by student interests. As a

TE Students overall do not feel confident or

facilitator, when you see a student struggling

comfortable when encouraged to seek outside

it is very easy to just provide the information

support with project research or work. I get

the student is struggling with. However, this

a feeling at times from different community

deters from the students learning. One must

members that they are also not as comfortable

always remember that the struggles are good

working with high school-age students. I think

things and students will get to the information

that the more we build students confidence

they are looking for. It is up to us as facilita-

and continue to engage with the community

tors to guide the students with questions and

the students will be able to access more

resources to find that information.

helped from a timing perspective is having a better understanding of the level of PBL each student has prior to the beginning of the course. This way we could developed mini workshops for students based on their experience level. Based on the levels I saw this summer I could see how mini workshops in Project Foundry, and project development would have benefitted some of the students early on in the course. Whereas, those that had this experience already could have benefitted from mini workshops on essential question and research skills earlier than they experienced them during the summer.

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Great Lakes Constructivist Consortium News

BY ANNE NORDHOLM

T

What Is Constructivism?

he use of “constructivism” may seem like part of a conspiracy to confuse, but the choice to use that term is a deliberate attempt to interrupt the status quo of the banking concept in education. The “banking concept” is attributed to Paulo Freire, a Brazilian educator, philosopher, and activist whose work contributes to the GLCC understanding and practice of constructivism.

Those who use the banking approach,

concept of education, in which the

perceive that the deposits themselves

and repeat. This is the “banking”

scope of action allowed to the stu-

dents extends only as far as receiving, filing, and storing deposits. They do, it is true, have the opportunity to

“Education

knowingly or unknowingly…fail to

contain contradictions about reality.

… But, sooner or later, these contradictions may lead formerly passive

students to turn against their domestication and the attempt to domesticate reality. They may discover

through existential experience that

their present way of life is irreconcil-

Freire was born in  in Brazil. His

either functions as an instrument which is used to facilitate integra-

human. They may perceive through

Great Depression shaped his con-

tion of the younger generation into

their relations with reality that real-

the logic of the present system and

constant transformation. p. 

experiences with poverty during the

cerns for the poor and contributed to his particular educational viewpoint. In , he was appointed director of

BRING ABOUT CONFORMITY

able with the vocation to become fully

ity is really a process, undergoing Implicit in the banking concept

the Department of Cultural Exten-

or

is the assumption of a dichotomy

 he had the first opportunity for

it becomes the PRACTICE OF

[a human] is merely in the world,

sion of Recife University, and in

between [humans] and the world:

significant application of his theo-

FREEDOM , the means by which

not with the world or with others; [a

were taught to read and write in just

men and women deal critically

In this view, [a human] is not a

ries, when  sugarcane workers

human] is spectator, not re-creator.

 days. In response to this experi-

and creatively with reality and

conscious being; [s/he] is rather the

approved the creation of thousands

discover how to participate in the

empty “mind” passively open to the

ment, the Brazilian government

of cultural circles across the country. In , a military coup put an end

to that effort. Freire was imprisoned as a traitor for  days. After a brief exile in Bolivia, Freire worked in

Chile, Harvard University in Mas-

transformation of their world.” — Paulo Freire, Pedagogy of the Oppressed

sachusetts, Geneva, Switzerland

become collectors or cataloguers of

in Africa. In , he was able to

analysis, it is [learners] themselves

and in former Portuguese colonies return to Brazil, and moved back in

. Freire died May , . http:// en.wikipedia.org/wiki/Paulo_Freire

The following abbreviated excerpts are from Freire’s  book, The Pedagogy of the Oppressed, in which he discusses his famous notion of the “banking” concept of education. [T]he teacher issues communiqués and makes deposits, which the

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students patiently receive, memorize,

the things they store. But in the last who are filed away through the lack of creativity, transformation, and

knowledge in this (at best) misguided system. … Apart from inquiry, apart from praxis, [learners] cannot be

truly human. Knowledge emerges

only through invention and re-invention, through the restless, impatient

continuing, hopeful inquiry [leaners] pursue in the world, with the world, and with each other. p. 

possessor of a consciousness; an

reception of deposits of reality from the world outside. p. 

… Verbalistic lessons, reading assignments, the methods for

evaluating “knowledge,” the distance between the teacher and the taught, the criteria for promotion: every-

thing in the ready-to-wear approach serves to obviate thinking. p. 

The GLCC is an organization, but more than that, it is a movement intending to generate civil discourse about educational possibilities; to help reconcile the current contradictions between being human and being a learner, and to disrupt the “banking “ concept of education. Please join us.

Issue #5 • Fall 2009

GLCC Strategic Goals for 2009–10

A

t the last GLCC Board meeting, September , the following strategic shared vision for – was developed: . Focus on GLCC financial sustainability/resource development for a future that emanates from a clear and consistent GLCC reputation in the community. . Create the next, best iteration of the May GLCC showcase, the Many Faces of Constructivism with a strong emphasis on community involvement. . Develop a clear menu of services with an emphasis on constructivist professional development and certification for pre- and in-service teachers, leaders, and paraprofessionals. H OW C A N YO U PA R T I C I PAT E ?

In the context of what GLCC envisions, you are invited to become aware of what you want for yourself, what current reality you see, and what you feel called to contribute. Communicate with us via the website, e-mail or GLCC events like First Thursdays, to share your ideas or volunteer to serve on one of the committees related to the strategic goals listed above. Team learning is a skill that we help our students to master as well as one we are required to perform daily as we work with our colleagues. If you are a master already or want to learn more about this ability, volunteer to serve on one of the committees related to the strategic goals listed above. Most people recognize that coordinated efforts and multiple perspectives help craft strategies that will more successfully realize a vision. You can share your talents or develop this skill or contribute funds to provide technical support as we pursue GLCC goals within (rather than against) systemic structures that surround us. You can volunteer to serve on one of the committees related to the strategic goals listed above. Helping the GLCC close the gap between current reality and its vision depends on our ability to surface the assumptions that people have about school, learning, and organizational life that impede the possibilities for which we stand. Hey! Here’s an idea — volunteer to serve on one of the committees related to the strategic goals listed above. For more information contact Anne Nordholm at [email protected].

• F I R S T T H U R S DAY S • An opportunity to learn from and network with like-minded colleagues aspiring to generate constructivist schools that students, families, and educators deserve. 5:00 - 5:30 pm - Supper/Networking 5:30 - 7:30 Program Location: GLCC Office 2217 S. Kinnickinnic Ave.

GLCC EVENTS

Milwaukee, WI 53207 (Reservations are required due to limited seating. Please contact [email protected]) T H U R S DAY, O C T O B E R 1 , 2 0 0 9

Democratic Learning Environments • Why do democratic environments support constructivist practitioners? • How can learning communities encourage the inclusion of all voices and use of collaboration? • What helps people stay engaged in community-building processes? T H U R S DAY, N OV E M B E R 5 , 2 0 0 9

Adolescent Development (Guest Facilitator: Sue McKenzie, INHealth) • Why is knowledge about the individual student vital to constructivist practices? • How does understanding the adolescent support and facilitate building a democratic learning community? • What practices hinder and what practices strengthen student engagement and motivation T H U R S DAY, D E C E M B E R 3 , 2 0 0 9

Re-Orientation Procedures • Why do constructivist-learning communities continually refocus on learner engagement? • How do adults maintain the level of commitment that supports interdependent learning? • What keeps the community motivated and challenged? • OTHER EVENTS • N OV E M B E R 6 , 2 0 0 9

Wisconsin Charter Schools Association is having the second Annual Charter School Awards Gala. Once again, it will be at the famous Turner Hall in Milwaukee. Of course, there will be great food and drink — and a wonderful band. However, this year they’re kicking it up a notch with a red carpet, interviews, and photographs, all to introduce the brand new Charter Schools short film. (http://www.wicharterschools.org) M AY 2 0 , 2 01 0

Many Faces of Constructivism Showcase

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Issue #5 • Fall 2009

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Milwaukee, WI 53207 2217 S. Kinnickinnic Ave. GREAT LAKES CONSTRUCTIVIST CONSORTIUM