Hi! I am daniela,
this is what i believe about learning
Learning is something that needs to be nurtured through relationships and inquiries that take place in authentic contexts. it requires valuing learner agency, in order to develop open-mindedness and action, through an emergent curriculum, that is constantly informed by evidence of and for learning.
Learning is something that needs to be nurtured through relationships and inquiries that take place in authentic contexts. it requires valuing learner agency, in order to develop open-mindedness and action, through an emergent curriculum, that is constantly informed by evidence of and for learning.
relationships
My understandings on learning are influenced by Socio-Constructivist and Socio-Cultural perspectives, based on the work of theorists such as Vygotsky, Bronfenbrenner, Rogoff, Montessori, Steiner and Malaguzzi.
Learners construct understandings through interactions with peers or adults that are more experienced or skilled. With this scaffold, learning is transformed to new levels of understanding. Developing positive relationships with learners and their families is important, because it grows out of relationships and the participation in experiences with others.
Learners construct understandings through interactions with peers or adults that are more experienced or skilled. With this scaffold, learning is transformed to new levels of understanding. Developing positive relationships with learners and their families is important, because it grows out of relationships and the participation in experiences with others.
agency
Learning is about establishing positive relationships of collaboration and mutual respect, where inquiry can be developed in an open-ended, self-directed way. Learning is best achieved when learners have the opportunity to make choices, have a voice and take ownership of their learning process.
inquiry
Impactful teaching is about designing an environment that respects the natural need of learners to inquire into the world around them as they construct their understandings.
Learning is based on inquiry, projects, play, challenges, experience, and authentic contexts, through which learners acquire knowledge, develop meaningful understandings, practice skills, and demonstrate attributes and competencies.
We are natural inquirers from birth. We have the capacity to learn about, interact with and interpret the world around us. We are all curious and capable learners with a sense of agency. I look to honor and promote this natural capacity in learners.
Learning is based on inquiry, projects, play, challenges, experience, and authentic contexts, through which learners acquire knowledge, develop meaningful understandings, practice skills, and demonstrate attributes and competencies.
We are natural inquirers from birth. We have the capacity to learn about, interact with and interpret the world around us. We are all curious and capable learners with a sense of agency. I look to honor and promote this natural capacity in learners.
authentic contexts
Meaningful learning is contextual. When the content, understandings and skills that are to be learned are placed within a specific and authentic setting, event or set of circumstances, the resulting impact on learning is tremendous.
For authentic learning to happen, there must be a context that has relationship to the learner, the learner’s interests and identity, or the learner’s future. Learning that occurs out of context is often shallow and not meaningful.
For authentic learning to happen, there must be a context that has relationship to the learner, the learner’s interests and identity, or the learner’s future. Learning that occurs out of context is often shallow and not meaningful.
Open-mindedness, global citizenship and action
The overall purpose of education is developing in learners the capacity to inquire into and address local, global and intercultural issues, to appreciate and understand the perspectives of others; to engage in open, appropriate and effective interactions with different people, and to act for the collective well-being, and social and environmental sustainability.
emergent curriculum
Curriculum has to be flexible and emergent, rather than viewed as a cause-effect relationship, where teaching automatically causes learning. This view turns teaching into something didactic and directing; where in reality, learning is a natural, self-organizing process.
In his book A Post-Modern Perspective on Curriculum, Doll very clearly states that “current curriculum design is based on fragmentation, isolation, atomization – not on the flowing of experience. (...) there is a need for “constructive and nonlinear” curriculum, from Paiget, Prigogine, Dewey and Bruner’s ideas of construction: open-ended, nondeterministic constructive curriculum, that emerges through the action and interaction of the participants, and is not one set in advance.” I believe in this idea firmly.
In his book A Post-Modern Perspective on Curriculum, Doll very clearly states that “current curriculum design is based on fragmentation, isolation, atomization – not on the flowing of experience. (...) there is a need for “constructive and nonlinear” curriculum, from Paiget, Prigogine, Dewey and Bruner’s ideas of construction: open-ended, nondeterministic constructive curriculum, that emerges through the action and interaction of the participants, and is not one set in advance.” I believe in this idea firmly.
evidence of and for learning
The overwhelming research on assessment and evaluation continues to support the idea of formative assessment and feedback as the key element that promotes learning. Assessment is an integral part of the learning process.
Putting assessment at the service of the learning means that it’s purpose is to inform the learner on what is going well, and specifically, what are the next steps for learning, in other words, feedback for learning.
Collecting evidence of learning, and reflecting upon these to identify the next steps for learning are a key part of teaching and learning. Teachers, peers and learners take part in this process actively. Self and peer feedback is a key part in this process.
Putting assessment at the service of the learning means that it’s purpose is to inform the learner on what is going well, and specifically, what are the next steps for learning, in other words, feedback for learning.
Collecting evidence of learning, and reflecting upon these to identify the next steps for learning are a key part of teaching and learning. Teachers, peers and learners take part in this process actively. Self and peer feedback is a key part in this process.
leadership
Adults, like children, are learners at heart. Leaders must recognize and celebrate this in teams. Being a leader means finding, creating and protecting the potential in people and processes, and having the courage, knowledge and skills to develop this potential further. It is about creating a culture of positivity and growth, fostering a shared purpose, and building trust and empowerment, while taking action that has an impact on adult and student learning.
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