IASP SIG Postvention Newsletter 2013 - Vol 1, No 3 - March 2013
Constructivist SIG Newsletter June 2014
3
2014 Annual Meeting Report T H E C O N S T R U C T I V I S T T H E O R Y , S C & C C S G N e w s l e t e r Volu me 2, Issue 1 June 2014 The 2014 annual meet- ing was a great success, with two informative paper sessions that cov- ered a range of topics relevant to current in- vestigations into con- structivist practice. Thank you to the Ses- sion Chairs and Discus- sants for these sessions. Those serving as Ses- sion Chairs were Dr. Linda Kroll and Dr. Terry Robertson. Those serving as Discussants were Dr. Kathy Schuh and Dr. Patrick Jenlink. The sessions ran smoothly, were well-attended, and the dis- cussions that ensued were quite thought pro- voking. The quality of our SIG sessions re- lies not only on the quality of papers being presented, but also on the preparedness of the Discussants and Chairs. On that note, the portal is now open for volunteering for these roles at the 2015 meeting. Please consider volunteering in this capacity next year. The SIG business meeting was a wonderful opportunity for attendees meet our Outstand- ing Conference Submission winner, Dr. Suzanne Porath, as well to hear from Dr. Paul Vermette's presentation, Using the E N G A G I N G framework to help p-12 students “construct” their own understand- ing.Additionally, business was conducted regarding the state of the SIG, including fi- nances, election of officers, and the newly adopted SIG awards. A wine and cheese re- ception and networking with SIG members rounded out the evening. All SIG members are encouraged to consider attending the SIG business meeting in Chicago at the 2015 meeting. We would love to meet you! Conceptual, Pedagogical, Cultural, and Political Dilemmas of Implementing a Constructivist Workshop Approach to Teach ing Literacy Dr. Suzanne Porath: Edgewood Col lege/Concordia Universit y As a pedagogical method, the reader's/writer's workshop approach has particular components - such as mini -lessons, workshop time, conferences and sharing time - which can be copied and instituted. Yet, a well -run workshop can still be very teacher directed (Mulcahy, 2010) and not change the dynamics of traditional education. However, as a change in epistemology, implementing a workshop approach can challenge the traditional paradigm of teacher -focused instruction and transform the classroom to one in which stu- dents construct knowledge together and learn through active engagement in authentic read- ing and writing. This study focused on th e epistemological sh ift two third -grade teachers made as they managed the dilemmas of shifting from their previous traditional authoritarian curriculum model and its recitation scripts to their new perspectives of constructing mean- ing and building knowledge together with their students. This shift forced the teachers to re -examine their understandings of what teaching meant and what learning looked like in their classrooms. Windschitl (2002) provided four frames of reference to describe the dilemmas the teachers encountered when implementing constructivist instruction including conceptual, pedagogic al, cultural and political dilemma s. One of the first conceptua l dilemm as the teachers had to confront was the question, “What counts as knowledge and evidence of learning?” and the teachers began to interrogate what they believed the purpose of reading was for themselves and their students. (continued on page 2)
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Transcript of Constructivist SIG Newsletter June 2014
T H E
C O N S T R U C T I V I S T
T H E O R Y
,
&
S I G
Volume 2, Issue 1
with two informative paper sessions that cov-
ered a range of topics relevant to current in- vestigations into con-
structivist practice. Thank you to the Ses-
sion Chairs and Discus- sants for these sessions. Those serving as Ses-
sion Chairs were Dr. Linda Kroll and Dr. Terry Robertson. Those serving as Discussants were Dr. Kathy Schuh and Dr. Patrick Jenlink. The sessions ran smoothly, were well-attended, and the dis-
cussions that ensued were quite thought pro- voking. The quality of our SIG sessions re- lies not only on the quality of papers being
presented, but also on the preparedness of
the Discussants and Chairs. On that note, the
portal is now open for volunteering for these roles at the 2015 meeting. Please consider volunteering in this capacity next year.
The SIG business meeting was a wonderful
opportunity for attendees meet our Outstand- ing Conference Submission winner, Dr. Suzanne Porath, as well to hear from Dr.
Paul Vermette's presentation, Using the E N G A G I N G framework to help p-12 students “construct” their own understand- ing.Additionally, business was conducted regarding the state of the SIG, including fi-
nances, election of officers, and the newly adopted SIG awards. A wine and cheese re- ception and networking with SIG members rounded out the evening. All SIG members are encouraged to consider attending the SIG
business meeting in Chicago at the 2015 meeting. We would love to meet you!
Conceptual, Pedagogical, Cultural, and Political Dilemmas of Implementing a Constructivist Workshop
Approach to Teaching Literacy
Dr. Suzanne Porath: Edgewood College/Concordia University
As a pedagogical method, the reader's/writer's workshop approach has particular components - such as mini-lessons, workshop time, conferences and sharing time - which can be copied and instituted. Yet, a well-run workshop can still be very teacher directed (Mulcahy, 2010) and not change the dynamics of traditional education. However, as a
change in epistemology, implementing a workshop approach can challenge the traditional paradigm of teacher -focused instruction and transform the classroom to one in which stu- dents construct knowledge together and learn through active engagement in authentic read- ing and writing. This study focused on the epistemological shift two third-grade teachers made as they managed the dilemmas of shifting from their previous traditional authoritarian
curriculum model and its recitation scripts to their new perspectives of constructing mean- ing and building knowledge together with their students. This shift forced the teachers to re
-examine their understandings of what teaching meant and what learning looked like in
their classrooms.
Windschitl (2002) provided four frames of reference to describe the dilemmas the teachers encountered when implementing constructivist instruction including conceptual,
pedagogical, cultural and political dilemmas. One of the first conceptual dilemmas the
teachers had to confront was the question, “What counts as knowledge and evidence of learning?” and the teachers began to interrogate what they believed the purpose of reading
THE CONSTRUCTIVIST THEORY, RESEARCH & PRACTICE SIG
Deadline for Paper and Session Submissions is July 22: Please review the Call for Submissions as it contains important information about this year’s Annual Meeting theme and submission requirements.
Volunteer to Serve as a Chair or Discussant by
August 29: Please review the Call for Volunteer Session Chairs and Discussants and consider volunteering. The quality of the AERA Annual Meeting depends on education researchers
with appropriate expertise who serve as chairs and discussants for paper sessions and roundtables.
For more information: http://www.aera.net/EventsMeetings/AnnualMeeting/tabid/10208/Default.aspx
As they were new to the workshop approach, many pedagogical dilemmas arose when they felt they did not have enough
expertise in the workshop approach to deviate from the published teacher guides. The teachers also felt cultural tensions because of differing expectations and models for the roles of teacher and students in this new model for classroom inter- action. Political dilemmas with administration and parents emerged as the teachers transformed their classroom environ-
ments from ones of production and assessment to environments of supportive discussion, construction and revision.
As the teachers learned to manage (not solve) the various dilemmas, they became more articulate and confident
in their new approaches to teaching and learning. Reporting this study validates the disquiet and discomfort teachers may feel as they embrace new pedagogues and epistemologies - especially constructive approaches. It illustrates that implementing a workshop approach is more than duplicating practices, but includes an understanding of methodological and personal beliefs about teaching and learning and highlights the need to understand any curriculum's epistemology when implementing it. Finally, it encourages administrators to recognize that change is messy and implementation of
curriculum may not be smooth as teachers need time and space to take risks and reflect on their work.
In April 2014, Dr. Jannah Nerren, our
SIG Chair, received the Service Learn- ing Excellence Award from Stephen F. Austin State University. Jannah was
recognized for her work and dedication in creating an extensive mentoring pro- gram that partners preservice teacher candidates with elementary students from low socio-economic backgrounds.
Here is what the elementary school prin- cipal where the mentoring program is located had to say about Jannah mentor- ship program: “With one year of the
project behind us, we are already seeing an impact with
our selected students and know the future will be much
brighter for each one chosen. We believe our students will not only gain academically but also socially and emotionally through this mentoring project .” Additional- ly, one of the pre-service teacher candidates shared the following about the mentoring program: “ I have formed
a bond with my student that will always be with me. This is a bond that could have never come from reading about a study in a textbook. Having the one-on-one relation-
ship and interaction has been life-changing for me.” These comments reflect the impact and difference that
this mentoring program is making in the lives of every- one involved. Congratulations, Jannah, for your award and for making a difference!
C O N S T R U C T I V I S T
T H E O R Y
,
&
S I G
Volume 2, Issue 1
with two informative paper sessions that cov-
ered a range of topics relevant to current in- vestigations into con-
structivist practice. Thank you to the Ses-
sion Chairs and Discus- sants for these sessions. Those serving as Ses-
sion Chairs were Dr. Linda Kroll and Dr. Terry Robertson. Those serving as Discussants were Dr. Kathy Schuh and Dr. Patrick Jenlink. The sessions ran smoothly, were well-attended, and the dis-
cussions that ensued were quite thought pro- voking. The quality of our SIG sessions re- lies not only on the quality of papers being
presented, but also on the preparedness of
the Discussants and Chairs. On that note, the
portal is now open for volunteering for these roles at the 2015 meeting. Please consider volunteering in this capacity next year.
The SIG business meeting was a wonderful
opportunity for attendees meet our Outstand- ing Conference Submission winner, Dr. Suzanne Porath, as well to hear from Dr.
Paul Vermette's presentation, Using the E N G A G I N G framework to help p-12 students “construct” their own understand- ing.Additionally, business was conducted regarding the state of the SIG, including fi-
nances, election of officers, and the newly adopted SIG awards. A wine and cheese re- ception and networking with SIG members rounded out the evening. All SIG members are encouraged to consider attending the SIG
business meeting in Chicago at the 2015 meeting. We would love to meet you!
Conceptual, Pedagogical, Cultural, and Political Dilemmas of Implementing a Constructivist Workshop
Approach to Teaching Literacy
Dr. Suzanne Porath: Edgewood College/Concordia University
As a pedagogical method, the reader's/writer's workshop approach has particular components - such as mini-lessons, workshop time, conferences and sharing time - which can be copied and instituted. Yet, a well-run workshop can still be very teacher directed (Mulcahy, 2010) and not change the dynamics of traditional education. However, as a
change in epistemology, implementing a workshop approach can challenge the traditional paradigm of teacher -focused instruction and transform the classroom to one in which stu- dents construct knowledge together and learn through active engagement in authentic read- ing and writing. This study focused on the epistemological shift two third-grade teachers made as they managed the dilemmas of shifting from their previous traditional authoritarian
curriculum model and its recitation scripts to their new perspectives of constructing mean- ing and building knowledge together with their students. This shift forced the teachers to re
-examine their understandings of what teaching meant and what learning looked like in
their classrooms.
Windschitl (2002) provided four frames of reference to describe the dilemmas the teachers encountered when implementing constructivist instruction including conceptual,
pedagogical, cultural and political dilemmas. One of the first conceptual dilemmas the
teachers had to confront was the question, “What counts as knowledge and evidence of learning?” and the teachers began to interrogate what they believed the purpose of reading
THE CONSTRUCTIVIST THEORY, RESEARCH & PRACTICE SIG
Deadline for Paper and Session Submissions is July 22: Please review the Call for Submissions as it contains important information about this year’s Annual Meeting theme and submission requirements.
Volunteer to Serve as a Chair or Discussant by
August 29: Please review the Call for Volunteer Session Chairs and Discussants and consider volunteering. The quality of the AERA Annual Meeting depends on education researchers
with appropriate expertise who serve as chairs and discussants for paper sessions and roundtables.
For more information: http://www.aera.net/EventsMeetings/AnnualMeeting/tabid/10208/Default.aspx
As they were new to the workshop approach, many pedagogical dilemmas arose when they felt they did not have enough
expertise in the workshop approach to deviate from the published teacher guides. The teachers also felt cultural tensions because of differing expectations and models for the roles of teacher and students in this new model for classroom inter- action. Political dilemmas with administration and parents emerged as the teachers transformed their classroom environ-
ments from ones of production and assessment to environments of supportive discussion, construction and revision.
As the teachers learned to manage (not solve) the various dilemmas, they became more articulate and confident
in their new approaches to teaching and learning. Reporting this study validates the disquiet and discomfort teachers may feel as they embrace new pedagogues and epistemologies - especially constructive approaches. It illustrates that implementing a workshop approach is more than duplicating practices, but includes an understanding of methodological and personal beliefs about teaching and learning and highlights the need to understand any curriculum's epistemology when implementing it. Finally, it encourages administrators to recognize that change is messy and implementation of
curriculum may not be smooth as teachers need time and space to take risks and reflect on their work.
In April 2014, Dr. Jannah Nerren, our
SIG Chair, received the Service Learn- ing Excellence Award from Stephen F. Austin State University. Jannah was
recognized for her work and dedication in creating an extensive mentoring pro- gram that partners preservice teacher candidates with elementary students from low socio-economic backgrounds.
Here is what the elementary school prin- cipal where the mentoring program is located had to say about Jannah mentor- ship program: “With one year of the
project behind us, we are already seeing an impact with
our selected students and know the future will be much
brighter for each one chosen. We believe our students will not only gain academically but also socially and emotionally through this mentoring project .” Additional- ly, one of the pre-service teacher candidates shared the following about the mentoring program: “ I have formed
a bond with my student that will always be with me. This is a bond that could have never come from reading about a study in a textbook. Having the one-on-one relation-
ship and interaction has been life-changing for me.” These comments reflect the impact and difference that
this mentoring program is making in the lives of every- one involved. Congratulations, Jannah, for your award and for making a difference!
