Making Learning Visible in Constructionist Learning Contexts

Roque, Ricarose; Tamashiro, Mariana Aki

doi:10.1145/3501712.3534093

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…Documentation of teaching/learning activities takes place throughout the process. In the Reggio Emilia approach, documentation is used as a tool to allow learners and teachers to identify and reflect on learning (Roque & Tamashiro, 2022). One of the distinctive features of the documentation of the Reggio Emilia system is its visuality.…”

Section: Learning Documentation and Learning Visibilitymentioning

confidence: 99%

“…The recorded changed element in the child's drawing and its verbal naming can reveal a significant experience for the child and show the effectiveness of the pedagogical effect (for example, all the child's drawings and his expressed thoughts related to the study of the spider are consistently recorded). According to Roque and Tamashiro (2022), documentation using images, dialogue, artifacts, and other tools allows educators to capture the individual experience of a child and the value of what and how children learn. On the other hand, such visual documentation is important for the teacher himself.…”

Section: Learning Documentation and Learning Visibilitymentioning

confidence: 99%

“…Teachers can use these types of documents to collaborate with the child in reflecting on their teaching and to assess the collaborative inquiry process. (Roque & Tamashiro, 2022). Furthermore, when teachers document children's learning and make it visible to their families and community, it provides concrete evidence that children are learning through hands-on experience (Kaufman, 2014).…”

Section: Learning Documentation and Learning Visibilitymentioning

confidence: 99%

See 2 more Smart Citations

Teacher Creator: Practices of Creating Educational Contexts

Lapėnienė,

Neverauskienė

2023

To Be or Not to Be a Great Educator

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By exploring certain perspectives, it is hoped that teachers can be helped to create inclusive educational contexts by transforming the learning environment into a third educator. Based on the Reggio Emilia approach, we hope to reveal the ways and means by which the spaces of the educational institution can be interpreted, prepared and in some cases created, in order to encourage children to explore and express themselves. This study presents the concept of context as a modern educational space and draws attention to several essential aspects for the creation of educational contexts: educational provocations and invitations; the use of materials and tools to create them; the learning documentation and learning visibility; and the nature of the adult-child dialogue. A qualitative research model was applied that produces information in the form of descriptive data records by providing clear and systematic descriptions. The data collection techniques used were literature studies and narrative interviews with pre-school teachers. Twelve pre-school teachers participated in the study and criteria-based selection was applied, with thematic analysis being used to analyze the data (Soderberg, 2006). The experiences of pre-school teachers in creating contexts are summarized by distinguishing the following aspects of the thematic analysis of contextual development experiences: the change in the role of the teacher, the nature of the child’s activities and the process and principles of creating contexts. The results indicated that the context helps to engage the child and establish an authentic “dialogue” between the child and the materials and tools used, which is then developed with the adult. Educational contexts help develop the creation of an educational environment and allows teachers to create unique learning situations in any scenario.

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Section: Learning Documentation and Learning Visibilitymentioning

confidence: 99%

Section: Learning Documentation and Learning Visibilitymentioning

confidence: 99%