#Constructivist Pedagogy

[darrenwalleyconsultancy]

What is Constructivism?

Photo by Annie Spratt Constructivism is a theory of learning and knowledge that posits that individuals construct their understanding and knowledge of the world through experiences and reflecting on those experiences. This theory has profound implications in various fields, including education, psychology, and epistemology. Let’s delve into the key aspects of constructivism, its historical…

[religion-is-a-mental-illness]

By: James Lindsay

Published: May 14, 2024

There's a right name for the "Woke" ideology, and it's critical constructivism. Critical constructivist ideology is what you "wake up" to when you go Woke. Reading this book, which originally codified it in 2005, is like reading a confession of Woke ideology. Let's talk about it.

The guy whose name is on the cover of that book is credited with codifying critical constructivism, or as it would be better to call it, critical constructivist ideology (or ideologies). His name is Joe Kincheloe, he was at Magill University, and he was a critical pedagogue. 

Just to remind you, critical pedagogy is a form of brainwashing posing as education that is the application of critical theory to educational theory and praxis as well as teaching and practice of critical theories in schools. It comes from Paulo Freire.

It's not the right thread to outline Paulo Freire or critical pedagogy, but the short summary is that critical pedagogy was developed from Freire's method of "education," which is to use educational materials as a "mediator to political knowledge," i.e., excuse to brainwash. 

The point of critical pedagogy is to use education as a means not to educated but to raise a critical consciousness in students instead. That is, its purpose is to make them "Woke." What does that entail, though? It means becoming a critical constructivist, as Kincheloe details. 

Note what we've already said, though. Yes, Marcuse. Yes, intersectionality. Yes, CRT and Queer Theory et cetera. Yes, yes, yes. That's Woke, BUT Woke was born and bred in education schools. I first recognized this right after we published Cynical Theories in 2020. 

Critical pedagogy, following people like Henry Giroux and Joe Kincheloe, forged together the religious liberationist Marxism of Freire, literally a Liberation Theologian, with the "European theorists," including both Critical Marxists like Marcuse and postmodernists like Foucault 

In other words, when @jordanbpeterson identified what we now call "Woke" as "postmodern neo-Marxism," he was exactly right. It was neo-Marxist critique that had taken a postmodern turn away from realism and reality. The right name for that is "critical constructivism." 

Critical constructivism contains (or synthesizes) two disparate parts: "critical," which refers to Critical Theory (that is, neo-Marxism or Critical Marxism), and "constructivism," which refers to the constructivist thinking at the heart of postmodernism and poststructuralism. 

Critical Theory we all already generally understand at this point. The idea is pretty simple: ruthless criticism of everything that exists; calling everything you want to control "oppression" until you control it; finding a new proletariat in "ghetto populations"; blah blah blah. 

More accurately, Critical Theory means believing the world and the people in it are contoured by systems of social, cultural, and economic power that are effectively inescapable and all serve to reproduce the "existing society" (status quo) and its capitalist engine. 

Critical Theory is not concerned with the operation of the world, "epistemic adequacy" (knowing what you're talking about), or anything else. They're interested in how systemic power shapes and contours all things and how they're experienced and gives (neo)-Marxist critique. 

Constructivism is a bit less familiar for two reasons: 1) We've done a lot of explaining and criticizing Critical Theory already, so people are catching on, and 2) It's a downright alien intellectual landscape that is almost impossible to believe anyone actually believes. 

You're already very familiar with the language of constructivism: "X is a social construct." Constructivism fundamentally believes that *the world* is socially constructed. That's a profound claim. So are *people* as part of the world. That's another profound claim. So is power. 

I need you to stop thinking you get it and listen now because you're probably already rejecting the idea that anyone can be a constructivist who believes the world is itself socially constructed. That's because you're fundamentally a realist, but they are not realists at all. 

Constructivists believe, as Kincheloe says explicitly, that *nothing exists before perception*. That means some objective, shared reality doesn't exist to constructivists. There is no reality except the perception of reality, and the perception of reality is constructed by power. 

I need you to stop again because you probably reject getting it again. They really believe this. There is no reality except perceived reality. Reality is perceived according to one's social and political position with respect to prevailing dominant power. Do you understand? 

Constructivism rejects the idea of an objective shared reality that we can observe and draw consistent conclusions about. Conclusions are the result of perceptions and interpretations, which are colored and shaped by dominant power, mostly in getting people to accept that power. 

In place of an objective shared reality we can draw conclusions about, we all inhabit our own "lived realities" that are shaped by power dynamics that primarily play out on the group level, hence the need for "social justice" to make power equitable among and across groups. 

Because (critical) constructivist ideologies believe themselves the only way to truly study the effects of systemic dominant power, they have a monopoly on knowing how it works, who benefits, and who suffers oppression because of it. Their interpretation is the only game in town. 

All interpretations that disagree with critical constructivism do so for one or more bad reasons: not knowing the value of critical constructivism, being motivated to protect one's power on one or more levels, prejudice and hate, having bought the dominant ideology's terms, etc. 

Critical constructivism is particularly hostile to "Western" science, favoring what it calls "subjugated knowledges." This should all feel very familiar right now, and it's worth noting that Kincheloe is largely credited with starting the idea of "decolonizing" knowledge. 

Kincheloe, in his own words, explains that critical constructivism is a weltanshuuang, that is, a worldview, based on a "critical hermeneutical" understanding of experienced reality. This means it intends to interpret *everything* through critical constructivism. 

In other words, critical constructivism is a hermetically sealed ideological worldview (a cult worldview) that claims a monopoly on interpretation of the world by virtue of its capacity to call anything that challenges it an unjust application of self-serving dominant power. 

When you are "Woke," you are a critical constructivist, or at least suffer ideological contamination by critical constructivism, whether you know it or not. You believe important aspects of the world are socially (politically) constructed, that power is the main variable, etc. 

More importantly, you believe that perception (of unjust power) combined with (that) interpretation of reality is a more faithful description of reality than empirical fact or logical consistency, which are "reductionist" to critical constructivists. 

This wackadoodle (anti-realist) belief is a consequence of the good-ol' Hegelian/Marxist dialectic that critical constructivism imports wholesale. As Kincheloe explains, his worldview is better because it knows knowledge is both subjective and objective at the same time. 

He phrases it that all knowledge requires interpretation, and that means knowledge is constructed from the known (objective) and the knower (subjective) who knows it. It isn't "knowledge" at all until interpretation is added, and critical constructivist interpretation is best. 

Why is critical constructivist interpretation best? Here comes another standard Marxist trick: because it's the only one (self)-aware of the fact that "positionality" with respect to power matters, so it's allegedly the only one accounting for dominant power systems at all. 

We could go on and on about this, but you hopefully get the idea. Critical constructivism is the real name for "Woke." It's a cult-ideological view of the world that cannot be challenged from the outside, only concentrated from within, and it's what you "wake up" to when Woked. 

Critical constructivism is an insane, self-serving, hermetically sealed cult-ideological worldview and belief system, including a demand to put it into praxis (activism) to recreate the world for the possibility of a "liberation" it cannot describe, by definition. A disaster. 

There is a long, detailed academic history and pedigree to "Woke," though, so don't let people gaslight you into believing it's some right-wing boogeyman no one can even define. It's easily comprehensible despite being almost impossible to grok like an insider. 

People who become "Woke" (critical constructivists) are in a cult that is necessarily destructive. Why is it necessarily destructive? Because it rejects reality and attempts to understand reality that aren't based in the subjective interpretations of power it is built upon. 

Furthermore, its objective is to destroy the only thing it regards as being "real," which are the power dynamics it identifies so it can hate them and destroy them. Those are "socially real" because they are imposed by those with dominant power, who must be disempowered. Simple. 

To conclude, Woke is a real thing. It can be explained in great detail as exactly what its critics have been saying about it for years, and those details are all available in straightforward black and white from its creators, if you can just read them and believe them. 

[radicellie]

“form is emptiness, emptiness is form”

there is an inherent contradiction present within post-structuralist thought and feminist politics. if the former situates sex classification as social constructivism, how can the latter meaningfully organise for the liberation of womankind?

i think feminists should reconcile this contradiction. in buddhist thought, ‘emptiness’ is the dismissal of objective reality. meaning is subjective, contextually located. yet “form” is the recognition that relative reality does meaningfully exist. “form is emptiness, emptiness is form” means we can situate existence and non-existence together.

western pedagogy is reductive in its objective of retaining a singular empiricist narrative.

feminists, you can hold a constructivist view of sex categorisation while maintaining that said categorisation has meaningfully oppressed and exploited females. the axis of female oppression is sex. female liberation depends on organising around and confronting this.

[hopscotchlearning]

EDS 111 Module 4: To Improve our Pedagogical Content Knowledge

Looking back at my answer before accessing the resources for module 4, my teaching perspectives lean towards constructivist learning theory and the mindful combination of traditional and contemporary pedagogy. I have underscored that as educators, we must assess the learning environment to provide students with the best possible learning experience and environment. Furthermore, learning is more meaningful if done collaboratively; hence, the importance of group work. Not to mention, students must be accountable for their own learning, personalize it, and use it to solve problems and apply it in real-life scenarios. Lastly, having an in-depth knowledge of how learning occurs is crucial, as our understanding of the learning process significantly influences our teaching methods.

I have already taken courses on teaching and learning, which made it easier for me to digest the reading materials for this module. In fact, while it did not change my perspective, it has reinforced and strengthened my conceptions about learning and teaching, emphasizing the importance of utilizing learning and teaching theories to be the best facilitators for my students.

As the module underscores, reflective teaching is crucial for knowing which teaching strategies are effective in the classroom. When I started taking courses in the Professional Teaching Certificate (PTC) program at UPOU, it was also the beginning of my first year of teaching. Therefore, I could apply the theories and concepts I learned from the courses into practice. When I focused on creating a more learner-centered learning environment, I witnessed students genuinely enjoying history subjects. We don’t just focus on knowledge per se, but also on socio-emotional learning and achieving higher-order thinking skills. However, I still have a long way to go, and I am dedicated to improving myself as I reflect on how to cater to my students' needs. Teaching History is indeed meaningful if I have the right pedagogical content knowledge.

This dedication makes me more active in knowing the students and providing them with student-centered assessments and activities. However, that does not mean I will not use traditional teaching methods. I have to combine them with contemporary pedagogies. One effective way is to incorporate a lot of questioning during discussions. From time to time, I ask students questions that will induce their critical thinking skills. I love this approach because students understand better the importance of the lessons we discuss.

Lastly, as I have read in this module, teaching is a profession that can be honed through practice, and I will give premium value to reflective teaching. I will ensure that my lessons are updated, especially since I am teaching Philippine History. I will also assist students in realizing how cool and important history is as a subject in their lives. By having that goal, I am dedicated not only to facilitating the learning process of understanding the complicated yet meaningful past of our country but also to ensuring that I instill in them a love of learning, curiosity about the subject matter, appreciation, and skills they can use in their lifelong learning process.

Amidst the phenomenon of negative historical revisionism, or what we call historical distortionism, as a history teacher and a truth-teller, I will passionately do my best to help students acquire social awareness and curiosity. I will provide opportunities for students to view society in a way that fosters empathy and guide them on the importance of contributing to our country in their own small ways. This can be achieved through reflective teaching and utilizing my learning on the social and emotional learning.

Cheers to always striving to improve our Pedagogical Content Knowledge!

[reloaderror]

if anyone’s wondering how the prep for my job interview’s going im currently considering how the lans would feel about klafki’s critical constructivist pedagogy

[junyi-edst3510]

Week 5: Issues of privacy, proctoring and access to data

Week 6: Planning an Online Course: Seeing the Big Picture

In 2020, a sudden pandemic hit the world unprepared, creating a new learning style for millions of college students. Traditional in-person lectures have been replaced by online virtual learning. The method reduces the risk of infection among people, yet it has insufficient in the long-term process. For that, people may have concerns about this new form of teaching. What to expect from virtual learning? How does virtual learning impact student outcomes? 

According to the article, online teaching and learning are based on several insights from the understanding of behaviourists, cognitivist, humanists and social constructivists (Baxter et al, 2018). Thus, online courses are prompting educators to think more deeply than ever about how to establish interactive activities for their learners. Most importantly, learning is a social activity, which means it is dynamic. Learners learn through active interaction with educators, peers and materials rather than passively accepting the knowledge. Compared with traditional approaches, online courses endow a variety of new teaching and learning forms.

On the other hand, online learning has the potential to undermine academic integrity and lower student performance. Due to online learning's lack of regulation, supervision, and protocol, malfeasance in academic work would increase, whether it is plagiarism or cheating on exams, ultimately leading to low course completion rate (Nigam et al., 2021). To this end, the cybersecurity of online proctoring systems has come into play. However, many claims that the proctoring system has discriminatory consequences for multiple identities and invades their rights (Swauger, 2020). Students with black or brown-skinned often have difficulty verifying their identities for a test because both embedded computer video cameras and facial recognition are being designed by and for white people. Besides, algorithmic test proctoring gives course owners access to recorded videos and audio of their students and allows them to download it as many times as they want, when and wherever they want. 

In conclusion, online teaching and learning have their upsides and downsides, as well as the traditional in-person lecture. I believe the priority of designing courses is to balance the two forms of teaching and learning approaches. 

References:

Baxter, J., Callaghan, G., & McAvoy, J. (2018). Chapter 2‘The Context of Online Teaching and Learning: Neoliberalism, Marketization and Online Teaching’ from: Creativity and critique in online learning: Exploring and examining innovations in online pedagogy. Palgrave Macmillan, an imprint of Springer International Publishing. https://ocul-yor.primo.exlibrisgroup.com/permalink/01OCUL_YOR/j50f41/cdi_askewsholts_vlebooks_9783319782980

Nigam, A., Pasricha, R., Singh, T. and Churi, P. (2021) “A Systematic Review on AI-Based Proctoring Systems: Past, Present and Future.” Education and information technologies 26.5 (2021): 6421–6445. https://ocul-yor.primo.exlibrisgroup.com/permalink/01OCUL_YOR/j50f41/cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_8220875

Swauger, S. (2020). Our bodies encoded: Algorithmic test proctoring in higher education. Critical Digital Pedagogy. https://hybridpedagogy.org/our-bodies-encoded-algorithmic-test-proctoring-in-higher-education/

[talyanatlo]

Statement of Educational Philosophy

Statement of Educational Philosophy

Teaching and learning are crucial for academic achievement and career development. Education is the key that opens individual and societal successes through impactful knowledge, attitude, and skills. Educators matter in learning and can achieve better educational outcomes when they apply efficient strategies and approaches. When teaching science, constructivist pedagogy is essential as it…

[for-your-therapeutic-smile]

They Never Teach You How to Stop

Rarely do I lack the words to express myself. Perhaps this reflects my failure to maintain my journal consistently throughout 2020. Here goes an honest attempt to capture and document my mental state and the fatigue of Covid, the inertia of this shelter-in-place, the anxiety of this political crisis we face as a nation, the pressure of being a 1L in law school against the backdrop of civil unrest and Justice Ginsburg’s death, coming out - my dad told me he was disappointed -, the possible erosion of my relationship with someone I love, and this feeling of absolute dread and resentment for a system that continuously fails my and future generations (robbing us of a social contract that promised life, liberty, and the pursuit of happiness), among many other things I’m too tired to consider. When did we accept a $0 baseline as the American Dream? Oh, to be debt free - free from this punishment for having pursued an education. Stifling the educated to prevent them (myself included) from organizing and mobilizing the masses so we can supplant this system with a better one is the overall objective of the oppressive class (read: Pedagogy of the Oppressed); it’s the conflict between the bourgeois and the proletariat. The proletariat has swallowed the middle class, leaving only the ruling class. I am essentially on autopilot, forcing myself to go through the motions so I can survive another day. I know others join me in this mental gymnastics of unparalleled proportions, one social scientists and medical researchers will soon study and subsequently publish their findings in an attempt to explain the unexplainable. Despite a lack of air circulation, we are breathing history; the constitution, like our societal norms, must adapt accordingly. Judge Barrett: there is no place for originalism. While I seldom admit weakness or an inability to manage life’s curveballs, this series of unfortunate events seems almost too much to bear. 

And yet somehow I continue to find the energy to submit assignments due at 11:59 p.m., write this post at 1:38 a.m., “sleep”, wake at 7 a.m. so I can read and prepare (last minute!) the assigned material leading into my torts or contracts class. I find the energy to text my boyfriend (or ex-boyfriend) so I can attempt to salvage the real and genuine connection we have, cook elaborate meals to find some solace, wrestle with whether or not to hit my yoga mat (I don’t), apply to a fellowship for the school year and summer internships, prepare my dual citizenship paperwork, manage a campaign for two progressive politicians, and listen to music in an attempt to stay sane . . . ~*Queues John Mayer’s “War of My Life” and “Stop This Train”*~ . . . I realize I have to be kinder to myself, give credit where credit is due. I hate feeling self-congratulatory though.

Mostly, I am too afraid of the repercussions if I stop moving at a mile/minute, that I can just work away the pain and be the superhuman who numbs himself from the low-grade depression and nervous breakdown. My body tells me to slow down, as evidenced by the grinding of my teeth, but I take on more responsibility because people rely on me. I must show up. I am a masochist in that way. This is what I signed up for and I’ll be damned if I don’t carry through on my promise to do the work. Pieces of my soul scattered about like Horcruxes, though they’re pure, not evil, so I hope nobody resolves to destroy them. 

My mind rarely rests. It’s 3:08 a.m., one of the lonelier hours where night meets morning; it’s the hour for and of intense introspection. It makes you consider pulling an all-nighter, one you reserve for an “important” school or work deadline. We always put our personal lives on the back-burner. 3 a.m. sets the tone for a potentially awful day. But that doesn’t matter right now. I’m letting some of my favorite albums play in the background: Joni Mitchell’s Blue, Mac Miller’s Circles, Rhye’s Blood, Alicia Keys’ ALICIA, Coldplay’s Ghost Stories, Frank Ocean’s Blonde, Miley Cyrus’ Dead Petz in addition to other playlists, Tiny Desk performances, and tracks (I unearthed last week, like When It’s Over by Sugar Ray). I need to feel something. I need to feel anything. I need to feel everything. We experience such a broad spectrum of emotions throughout the day that we lose track of if we don’t pause to absorb them. Music reinforces empathy; it releases dopamine.

I spent the past two hours reading through old journals and posts, as scattered as they were, on a wide range of topics: poems I had written about falling in and out love, anecdotes about my world travels, and entries on personal, political, and professional epiphanies. The other night I found one of my favorites, a previous post from my time living in Indonesia, centering on the dualities of technology. It resonated with me more than the others. To summarize, I wrote about my tendency to equate the Internet with a sense of interconnectedness (shoutout to Tumblr for being my digital journal; to Twitter for being a place of comedy and revolution; to Instagram for curating my *aesthetic*; to Facebook where I track my family’s accomplishments and connect with travel buddies displaced around the globe all searching for a home). And yet I feel incredibly lonely and disconnected whenever I spend too much time using technology, so much so that I set screen time limitations on my phone recently to curtail this obsession with constant communication and information gathering. Trump and Biden admitted that it’s unlikely we’ll know the results of the election on November 3rd during their first presidential debate. Push notifications don’t allow us to learn of trauma within the comforts of our own homes. I’m already fearing where I will be when that news breaks. 

This global pandemic and indefinite shutdown of the world (economy) undeniably exacerbates these feelings. This is some personal and collective turmoil. But I was complicit in the endless scrolling and swiping of faces and places long before Covid-19. Instead of choosing to interact with my direct environment (today’s research links this behavior to the same levels of depression one feels when they play slot machines), I am still an active on all these platforms, participating the least in the most tangible one: my physical life. I am tired of pretending. I am tired of being tired. I am tired of embodying fake energy to exist in systems that fail me. I am tired of the quagmire. Like Anaïs Nin, I must be a mermaid [because] I have no fear of depths and a great fear of shallow living. This particular excerpt from that 2016 entry was difficult for me to read: “The fantasy of what could have been if a certain plan had unfolded will haunt you forever if you do not come to peace with the reality of the situation. I hope you come to terms with reality.” I am not at peace with my current reality. But is anyone?

It’s a bit surreal for my peers to have suddenly started caring about international relations theory. It’s transported me back to my 2012 IR lecture at Northeastern: are you a constructivist or a feminist? Realist or liberalist? Neo? Marxist? The one no one wants you to talk about. Absent upward mobility, this is class warfare. But I cannot be “a singular expression of myself . . . there are too many parts, too many spaces, too many manifestations, too many lines, too many curves, too many troubles, too many journeys, too many mountains, too many rivers” . . . It feels like America’s wake-up call. But I know people will retreat into the comforts of capitalism if Biden wins and, well, we all enter uncharted waters together if the Electoral College re-elects #45. For those who weren’t paying attention: the world is multipolar and we are not the hegemon. Norms matter. People tend to be self-interested and shortsighted. Look to the past in order to understand the future. History, as the old adage goes, repeats itself. Once a cheater, always a cheater. Taxation without representation. Indoctrination. Welcome to the language of political discourse. Students of IR and polisci have long awaited your participation. Too little too late? Plot twist: it’s a lifelong commitment. You must continue to engage irrespective of the election outcome or else we will regress just as quickly as we progress. Now dive into international human rights treaties (International Covenant on Civil & Political Rights; International Covenant on Economic, Social, and Cultural Rights), political refugees, FGM. No one said it wasn’t dismal. But it’s important. We need buy-in.  

While I am grateful for the continuation of my education, for this extended time with family, for this opportunity to be a campaign manager for two local progressive candidates (driving to Boston to pick up revised yard signs as proof that the work never stops), it would be remiss of me, however, not to admit that I am lonely: I am buried in my books, in the depressing news both nationally and globally, and in precedent-setting Supreme Court cases (sometimes for the worst, e.g. against the preservation of our environment). In my nonexistent free time I work on political asylum cases, essentially creating an enforceability framework of international law, for people fleeing country conditions so unthinkable (the irony of that work when my country falls greater into authoritarianism and oligarchy is not lost on me). I am fulfilling my dream of becoming a human rights lawyer which stems back to middle school. I saw Things I Imagined (thank you Solange). I have held an original copy of the Declaration of Independence that we sent to the House of Lords in 1778 and the Human Rights Act of 1998 while visiting the U.K. Parliamentary Archives as an intern for a Member of Parliament. This success terrifies and exhausts me; it also oxygenizes and saves me. Every decision, every sacrifice, has led me to this point. 

“It’s the choosing that’s important, isn’t it?,” Lois Lowry of The Giver rhetorically asks. This post is not intended to be woe is me! I am fortunate to be in this position, to have this vantage point at such an early age, and I understand the whole is greater than the sum of the parts. My life has purpose. I am committed to the work that transcends boundaries; it is larger than life itself. It provides a unique perspective. But it makes it difficult to coexist with people so preoccupied in the drama they create in their lives and the general shallowness of the world we live. It feels like there is no option to pump the brakes on any of this work, especially in light of our current climate, and that pressure oftentimes feels insurmountable. Time is of the essence. It feels, whether true or not, that hardly anyone relates to my experience, so if I don’t carve out this time to write about it, then I am neither recording nor processing it. 

Tonight, in between preparing tomorrow’s coursework, I realize that I have an unprecedented number of questions about life, which startles me because typically I have the answers or at least have a goal in mind that launches me into the next phase of life or contextualizes the current one. These goals, often rooted in this capitalistic framework, in this falsity of “needing” to advance my career as a means of helping people, distract me from asking myself the existential questions, the reasons for why we live and what we fundamentally want our systems to look like; they have distracted me from real grassroots community organizing until now. They distract me from the fact that, like John Mayer, I don’t know which walls to smash; similarly, I don’t know which train to board. Right now feels like we are living through impossible and hopeless times and I don’t want to placate myself into thinking otherwise despite my relatively optimistic outlook on life. As we face catastrophic circumstances – the consequences of this election and climate change (famine, refugees, lack of resources) – I do not want to live in perpetual sadness. I am searching for clarity and direction so I can step into a better, fuller version of myself. 

It’s now 3:33 a.m. Here is the list of questions that I have often asked myself in different stages of life, but recently, until now, I have not been willing to confront for fear that I might not be able to answers them. But I owe it to myself to pose them here so I can have the overdue conversation, the one I know leads me to better understanding myself:

Are you happy? Why or why not?

What do you want the future to hold? What groundwork are you going to do to ensure it happens?

What does your ideal day/week/month/year/decade look like? Why?

With whom do you want to spend your days? Why?

Who do you love and care about? Have you told people you care about that you love them? Does love and vulnerability scare you?

What do you expect of people – of yourself, of your partner, of your family, and of your friends? Should you have those expectations? Why or why not?

What do you feel and why?

What relaxes you? What scares you? What brings you joy?

What do you want to improve? Why?

What do you want to forgive yourself for and why?

Does the desire to reinvent yourself diminish your ability to be present?

Do you have a greater fear of failure or success? Why?

How do you escape the confines of this broken system? How do you break from the guilt of participation in it and having benefited from it?

How do we reconcile our daily lives with the fact that we’re living through an extinction event? This one comes from my friend (hi Jeanne) and a podcast she listened to recently.

How do you help people? How do you help yourself? Are you pouring from an empty cup?

How will you find joy in your everyday responsibilities, in the mission you have chosen for yourself? What, if any, will be the warning signs to walk away from this work, in part or in its entirety? Without being a martyr, do you believe in dying for the cause?

So here are some of the lessons I have learned during this quarantine/past year:

“I’ve Got Dreams to Remember,” so do not take your eyes off them. Chasing paper does not bring you happiness.

Be autonomous, particularly in your professional life.

Focus on values instead of accolades.

Do everything with intention and honest energy.

Listen to Tracy Chapman’s “Crossroads” & Talkin’ Bout a Revolution for an energy boost and reminder that other revolutionaries have shared and continue to share your fervent passion . . . “I’m trying to protect what I keep inside, all the reasons why I live my life” . . . When self-doubt nearly cripples you and you yearn a few minutes to run away when in reality you can’t escape your responsibilities, go for a drive and queue up “Fast Car” . . . “I got no plans, I ain’t going nowhere, so take your fast car and keep on driving.”

With that said, take every opportunity to travel (you can take the work with you if absolutely necessary). Go to Italy. Buy the concert ticket and lose yourself in the moment. Remember that solo excursions are equally as important as collective ones. But, from personal experience, you prefer the company. Find the balance.

Detach from the numbers people keep trying to assign to measure your personhood.

Closely examine the people in your inner circle and ask them for help when you need it.

“And life is just too short to keep playing the game . . . because if you really want somebody [or something], you’ll figure it out later, or else you will just spend the rest of the night with a BlackBerry on your chest hoping it goes *vibration, vibration*” (John Mayer’s Edge of Desire) . . . so love fiercely and unapologetically.

Be specific.

Go to therapy even when life is good.

[educationalsettings]

References

References

Bronfenbrenner, U. (1979). The ecology of human development. Harvard university press.

Dodd-Nufrio, A. T. (2011). Reggio Emilia, Maria Montessori, and John Dewey: Dispelling Education Journal, 39(4), 235-237.

Edwards, C. (2011). Teacher and learner, partner and guide: The role of the teacher. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (pp. 147-172). Santa Barbara, CA: ABC- CLIO.

Elboj, C., Gil, A., Rodrigo, I., & Zaldívar, I. (2004). The transformation of rural schools. Networks: An Online Journal for Teacher Research, 7(1), 34-34.

Fitzpatrick, C. (2012). What if we considered a novel dimension of school readiness? The importance of classroom engagement for early child adjustment to school. Education as Change, 16(2), 333-353.

Fraser, S. (2012). Authentic childhood: Exploring Reggio Emilia in the classroom. Toronto, ON: Nelson Education.

Gandini, L. (2011). Connecting through caring and learning spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (pp. 317-341). Santa Barbara, CA: ABC-CLIO.

Gandini, L., & Goldhaber, J. (2001). TVVO REFLECTIONS ABOUT DOCUMENTATION. Bambini: The Italian approach to infant/toddler care, 77, 124.

Getting Smart, EduInnovation & Teton Science Schools. (2016). What is Place-based Education and why Does it Matter?   https://www.gettingsmart.com/wp-content/uploads/2017/02/What-is-Place-Based-Education-and-Why-Does-it-Matter-3.pdf   

Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational researcher, 32(4), 3-12.

Hendrick, J. (Ed.). (1997). First steps toward teaching the Reggio way. Prentice Hall.

Hewett, V. M. (2001). Examining the Reggio Emilia approach to early childhood education. Early  Childhood Education Journal, 29(2), 95-100.

Katz, L. (1993). What can we learn from Reggio Emilia? In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education (pp. 19–37). Norwood, NJ: Ablex.

Knapp, E. (2012). Place-based education: Listening to the language of the land and people. The Ontario Journal of Outdoor Education, 25(1), 4-6.

Loveless, B. (2020, August 3). Place-Based Education: The Complete Guide. Retrieved from Education Corner: https://www.educationcorner.com/place-based-education-guide.html

Malaguzzi, L. (1993). For an education based on relationships. Young Children, 49(1), 9–12.

McNally, S. A., & Slutsky, R. (2017). Key elements of the Reggio Emilia approach and how they are interconnected to create the highly regarded system of early childhood education. Early Child Development and Care, 187(12), 1925-1937.

Nagel, N. G. (1996). Learning through Real-World Problem Solving: The Power of Integrative Teaching. Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA.

Slipp, K. (2017). The image of a child and the Reggio Emilia philosophy.

Smith, G. A. (2007). Place‐based education: Breaking through the constraining regularities of public school. Environmental Education Research, 13(2), 189-207.

Sobel, D. (2004). Place-based education: Connecting classrooms & communities (p. 105). Orion Society.

Staley, L. (1998). Beginning to Implement the Reggio Philosophy. Young children, 53(5), 20-25.

Strong-Wilson, T., & Ellis, J. (2007). Children and place: Reggio Emilia’s environment as third

teacher. Theory Into Practice, 46(1), 40-47.

Thornton, L., & Brunton, P. (2015). Understanding the Reggio approach: Early years education in practice. Routledge.

Zandvliet, D. B. (2012). Development and validation of the place-based learning and constructivist environment survey (PLACES). Learning environments research, 15(2), 125-140.

[my-name-is-dahlia]

Vocabulary (pt.dccxviii)

Words taken from chapter 11 “Childish” in Landmarks by Robert Macfarlane:

miniaturism (n.) miniature size; tendency toward miniature size.

toponym (n.) a place name.

recess (n.) a hidden, isolated, or secret place.

immiscible (adj.) unable to be mixed.

carriageway (n.) the part of a road intended for vehicles.

troop (n.) an assembled company of people or animals (e.g., troop of monkeys).

Reggio Emilia approach (n.) an educational philosophy focused on preschool and primary education. It is a pedagogy described as student-centred and constructivist that uses self-directed, experiential learning in relationship-driven environments.

subterranean (adj.) existing, occurring, or done under the earth’s surface.

hortus conclusus (n.) “a Latin term, meaning literally ‘enclosed garden.’ At their root, both of the words in hortus conclusus refer linguistically to enclosure.” [x]

topophilia (n.) a strong sense of place, which often becomes mixed with the sense of cultural identity among certain people and a love of certain aspects of such a place.

[marjbometivo-blog]

COLLABORATIVE PROJECT

Collaboration is the act or process of working together with other people or organizations to achieve a common purpose such as creating something or pursuing an intellectual endeavor. Thus, collaboration requires a cohesive team to follow a common process in working toward a shared goal.

Collaborative work or project means an open, transparent, and democratic work environment where all projects participants have access to the entire projects information at any time and from anywhere.

Characteristics of Collaborative Project

1. The work is open and transparent to everyone in the project

The project scope and the goals are known to all project participants.

2. Everyone in the project has access to the same data at anytime from anywhere.

Everyone can contribute to every part of the project. There are no boundaries on contributing and discussing ideas.

3. The project has open communication channels for all. Managers and contributors communicate and collaborate freely.

All ideas are heard and discussed without the fear of ridicule or put down.

No idea is deemed crazy; every idea is checked and discussed.

4. There is no fear of failure, people are encouraged to take risks and work on new ideas.

Benefits of Collaboration

Increases productivity

By distributing tasks to team members, who have the time and skills to complete them, rather than burdening one team member with too much work and neglecting others, you work more efficiently.

Better Problem-Solving

Giving team members the autonomy to work together to solve problems offers more avenues to success, as well as building team loyalty and morale.

Boosts Communication

The lines of communication need constant maintenance or misdirection can sidetrack a project. Collaboration facilitates clear communication and provides a solution to communicate effectively among even remote teams.

Lowers Overhead

One of the bigger costs in any organization is renting or buying a physical space in which everyone can work. With collaboration, however, team members dont need to be in the same place.

Improves Human Resources

By fostering collaboration between your team members youre not only building relationships but creating loyalty that helps with employee retention.

Common Barriers to Collaboration

A lack of respect and trust

Successful interpersonal relationships and, thus, the ability to collaborate effectively require mutual trust and respect. In todays diverse workplaces, trust and respect are vital. However, people sometimes lack respect for others who are different from themwhether because of differences in age, gender, race, or ethnicity.

Different mindsets

Diversity of viewpoint is an asset for collaborative teams. People with different perspectives see different dimensions of the problems teams are trying to solve and come up with unique solutions for them. However, diverse mindsets can also present challenges to teams. Our psychological types, needs, power bases, conflict styles, and stress quotients differ, leaving us open to potential misunderstandings.

Poor listening skills

The key to good communication is the ability to listen wellaccurately receiving and interpreting what people sayand good communication is an essential element of collaboration. However, there may still be some team members with big egos who dont really value the opinions of their peers and, thus, may be unwilling to listen to others.

Knowledge deficits

Knowledge deficits can negatively impact teams ability to collaborative effectively. Because teammates lack a common frame of reference, they may have difficulty understanding how best to communicate effectively and work well together.

Things to Remember that will Give Collaboration a Healthy Start

Communicate

Good communication is the foundation of everything, so it goes with installing a collaborative environment.

Train

Set up a training session for the team.

Change

The team needs to move away from old methods of communications, like emails, and get comfortable with more interactive and collaborative communications.

Share

Break down the virtual walls that have separated team members.

Check-in

The team must monitor the projects and have regular meetings to track the progress of the project.

Collaborative Project-Based Learning

It is an instructional method based on constructivist learning theory, in which learners work on an authentic, ill- defined project in a group and demonstrate their understanding by performing the project. In CPBL, learners constantly involve in problem solving in which they apply their content knowledge to address real-world issues.

Collaborative Problem-Based learning

It is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.

Online Collaborative Space

Wikis

It allows researchers to share data files, edit documents, and discuss content. The online collaborative space serves as a central location for research documents, so individuals no longer need to clog their email inboxes with large data files or wonder if the file they're working on is the most recent version. Researchers can work together to build and share collections of internet links, citations, and articles.

REERENCES:

Robins D. (2018) Collaborative Project Management Explained. Retrieved from https://www.binfire.com

Landau P. (2016) What is Project Collaboration. Retrieved from https://www.projectmanager.com

Pabini G. (2017) Overcoming Common Barriers To Collaboration. Retrieved from

https://www.uxmatters.c

[kpeters4stuff-blog]

Kuiper & Volman (2008)

The web as a source of information for students in K-12 education.  In J. Coiro, M. Knobel, C. Lankshear, and D. J. Leu (Eds.) Handbook of research on new literacies (pp. 241 - 266).  New York City, NY:  Routledge.

Theoretical frameworks:  critical pedagogy, literacy and information, sociocultural, socio-constructivist

Web characteristics:  size and topicality; accessibility; high-demand on critical-reading skills; semiotic information.

Children’s interaction with the Web:  Children like using the Web but lack skills to effectively search and use information; Children rarely question authority or evaluate information found on the Web.  

Implications for educators:  Educational context must be taken into account; Students must be taught to relevant knowledge, skills, and attitudes

[aloyssobek]

sciencenerdbuckybarnes replied to your post “sciencenerdbuckybarnes replied to your post “like i don’t wanna use...”

*wheelies into your notes wearing oversized denim shorts and raybans slurping on a milkshake* hey there I like that pedagogy U got there have U thought about constructivist theory

solid suggestion ngl BUT my tutor is like “hur dur dur pick from your learning area specific strategies OR hattie” fuckin rip

ALSO that’s a Look that i wanna pull off bruh!

[mitser]

best b.ed colleges in pune

Unique Features of the program

Innovative Pedagogy

Thematic Instructions

Constructivist Approach

Reflective Practices

Workshops, Seminars, and Conferences

Student-Staff Enrichment Program

Mentoring and Coaching

Internship and Placement Facilities

For more details you can write to admissions.mitsoer@mituniversity.edu.in  or call on +91 8657124234 or visit here https://www.mitser.edu.in/

[freesiastars]

This conclusion project aims to present the knowledge acquired with the Deep Learning through Transformative Pedagogy course.

The constructivist methodology understands that the main function of the classroom is to stimulate student learning and encourage their active participation -- either through interventions or exposition of their respective opinions on a given topic. Constructivism is a relatively recent

teaching methodology has as its main objective to encourage the development of critical thinking, logical thinking and individual autonomy.

The learning process is profound because the structure of artificial neural networks consists of several layers: input, output and concealment. Each layer contains units that transform the input data into information that the next layer can use to perform a given predictive task.

Learning is linked to creating meaningful long-term memories. More than memorizing certain content, neuroscience states that learning occurs when the brain is able to access the knowledge acquired to solve everyday problems. For the area of education, neuroscience allows educators to understand how the brain is impacted by the environment and, thus, can adopt the most appropriate stimuli to drive learning processes in the classroom.

In relation to all this knowledge, there comes a time when the teacher also needs to give some feedback on research and homework -- The teacher must make it clear what motivates the meeting. It is essential to expose all the points and be as complete as possible so that the student understands what needs to be improved.

Feedback is like a two-way street: the teacher offers feedback, but must also open up opportunities to receive suggestions for improvement. The student must feel comfortable to suggest and present their reasons. Both must work together to improve learning.

For conversation to be effective, teachers must have empathy. After all, this will help to understand the students' point of view and understand the possible reasons that led them to make the mistakes. It is also crucial to understand the difficulties that the student may have with the learning theory, but its historical origins can be traced as far back as Socrates.

The constructivist teaching methodology. This serves as feedback to the teacher so that he can improve his work as well.

Empathy also helps to choose the words that will be used and the way of speaking. The goal is not to make the student feel bad, but to make the student recognize their limitations and want to evolve. It is worth noting that the ideal is that the professional does not limit himself to mentioning only the mistakes, but balances with the successes.

One of the most important aspects to be considered in the classroom is realizing that each student has their own learning paths, and everyone learns in their own time, within their limitations. From the moment the look is turned towards this direction, the teacher identifies the student as a learner in the educational environment, allows him to recognize himself as a human being and helps him to understand that mistakes and successes are normal.

In this way, it is possible to build strategies that welcome everyone and the idea of teaching and learning only in one way is deconstructed, that is, if one way does not work out, it will be much more subtle to change that way a little, based on the details you know of your student.

Get close to them and seek to provide higher flights with your stimuli as an educator, as this makes it much easier to get right and build a welcoming, satisfying and motivating environment, from the moment they feel welcomed the way they are, without judgments.

Therefore, the course helps in deep pedagogy and how the teacher should also behave in the classroom, not just the students. Place and encourage the student as a protagonist in the classroom and not just a listener.

SOURCES:

UQx LEARNx Deep Learning through Transformative Pedagogy: https://courses.edx.org

[teachpinas]

5 Pedagogical Approaches in the K-12 Curriculum

5 Pedagogical Approaches in the K-12 Curriculum

According to Section 5 of the Republic Act 10533, the curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and integrative. These 5 Pedagogical Approaches in the K-12 Curriculum will serve as a guide for teachers in teaching a lesson. What is Pedagogy? It is the heart of teaching. It is the rules and principles that guide effective and…