Fundamental to an inspiring approach to learning is to see students right at the center of the process, utilizing their curiosity and interest to help them learn from adults, their peers and their environment. This approach has been adopted by centers in Italy for more than forty years. Reggio Emilia schools in Mclean VA have also adopted this approach, influenced by the success of this method.
The curriculum used is flexible and is often based on ideas and thoughts that originate with the students. This is far removed from following a rigid curriculum that may not have changed for many years. Teachers can come up with fresh, creative ways to encourage learning by carefully observing and listening to their students. Problem solving, discovery and creativity is stimulated and often continues for a lifetime.
The fact that the students themselves are allowed to direct the pace at which they learn, is very helpful, particularly for those who may have difficulties with concentration or other problems. They are not forced to go at a pace they cannot handle but move on when they feel ready. Students do not have to memorize facts for tests to determine whether they are fit to progress or not.
The educators also function differently. They function as nurturers and guides rather than as an authoritarian figure. Italian teacher, Loris Malaguzzi, saw the need to change the way teachers and students interacted. He felt that a teacher needed to facilitate exploration, discovery and problem solving by listening closely to what students have to say and observing their interactions.
Movement, drawing, shadow play, sculpture, painting and music are all means used to promote communication, development of creativity, problem solving and ability to connect ideas. The thinking of the student is made visible through the use language skills and various materials. The skills and values developed in this way help the student to develop and grow in a lifelong process.
There is no such thing as passing or failing and this frees children to use each opportunity to grow without focusing on marks. Exams and tests force children to assimilate facts and regurgitate them, often without understanding them. This method allows them to absorb more meaningful knowledge that helps them to develop skills and values required for growth and future functioning in society.
Parents are often not really involved in the educational process and may even be seen as a threat by teachers. This is not the case in these schools, where teachers and parents work closely together and share ideas. Documentation is kept by the teacher in the form of a book or panel of transcribed dialogues and photographs. This shows parents how their children are developing.
Parents, teachers and students all have an active role in the learning process but with this approach the student is right at the center. In a society where all individuals are increasingly required to have entrepreneurial, problem solving and inspirational qualities, schools like this are needed. A shift from a superficial type of education to one of a more meaningful kind is vital, creating adults who can make an important contribution to society.
The curriculum used is flexible and is often based on ideas and thoughts that originate with the students. This is far removed from following a rigid curriculum that may not have changed for many years. Teachers can come up with fresh, creative ways to encourage learning by carefully observing and listening to their students. Problem solving, discovery and creativity is stimulated and often continues for a lifetime.
The fact that the students themselves are allowed to direct the pace at which they learn, is very helpful, particularly for those who may have difficulties with concentration or other problems. They are not forced to go at a pace they cannot handle but move on when they feel ready. Students do not have to memorize facts for tests to determine whether they are fit to progress or not.
The educators also function differently. They function as nurturers and guides rather than as an authoritarian figure. Italian teacher, Loris Malaguzzi, saw the need to change the way teachers and students interacted. He felt that a teacher needed to facilitate exploration, discovery and problem solving by listening closely to what students have to say and observing their interactions.
Movement, drawing, shadow play, sculpture, painting and music are all means used to promote communication, development of creativity, problem solving and ability to connect ideas. The thinking of the student is made visible through the use language skills and various materials. The skills and values developed in this way help the student to develop and grow in a lifelong process.
There is no such thing as passing or failing and this frees children to use each opportunity to grow without focusing on marks. Exams and tests force children to assimilate facts and regurgitate them, often without understanding them. This method allows them to absorb more meaningful knowledge that helps them to develop skills and values required for growth and future functioning in society.
Parents are often not really involved in the educational process and may even be seen as a threat by teachers. This is not the case in these schools, where teachers and parents work closely together and share ideas. Documentation is kept by the teacher in the form of a book or panel of transcribed dialogues and photographs. This shows parents how their children are developing.
Parents, teachers and students all have an active role in the learning process but with this approach the student is right at the center. In a society where all individuals are increasingly required to have entrepreneurial, problem solving and inspirational qualities, schools like this are needed. A shift from a superficial type of education to one of a more meaningful kind is vital, creating adults who can make an important contribution to society.
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