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Saturday 04 Feb 2012
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NewsFlash
Insights into Social Constructivist Theory PDF Print E-mail

Recently, while conducting research on factors of influence on student learning, I came upon one theory that appears to inspire much of what is observed in classrooms today.  Social Constructivist theory is a relatively new theory that has positively influenced educational practices in the last 50 years.

The work of Lev Vygotsky (1896-1934), a post-revolutionary Soviet psychologist, has become the foundation of much research and theory in cognitive development over the past several decades. Vygotsky’s theory on social development falls under a social constructivist perspective. Social constructivism is essentially a theory about how people socially construct knowledge. Vygotsky theory is unique, in that unlike Piaget, he believed that learning could not be separated from social context.  He argued that all cognitive function begins as a product of social interactions and that learning was not simply assimilated but a collaborative process.  Social constructivism has also provided a new perspective on children’s growth development to early childhood educators. The inclusion of Vygotskian approach has appeared in a revised version of Developmentally Appropriate Practice (Bredekamp & Copple, 1997).

Vygotsky's outlined his theory in his book, Mind in Society, in which he stresses the fundamental role of social interaction in the development of cognition (Vygotsky, 1978).  He believed strongly that community plays a central role in the process of "making meaning”.   The work of social constructivism is to uncover the ways in which individuals and groups work together to “construct” their perceived realities. Vygotsky (1978) states “Every function in the child’s cultural development appears twice, on two levels, first, on the social, and later on the psychological level…The actual relations between human individuals underlie all the higher functions” (p. 128).

School is the perfect place to begin cultivating student’s social interaction and learning through modeling appropriate social and academic skills.   Building social skills at AISR is supported through the encouragement of our young students to emulate the qualities of a good Eaglet that include honesty, integrity, respect, acceptance, personal responsibility, just to name a few. All of these characteristics help to build a positive and supportive sense of community.  The second level, a psychological one, is defined as the individual’s emotional connection to his/her social community.  Collaborative learning method encourages students to develop team building skills and to understand how individual learning is related to the success of group learning. This is exemplified in the use of heterogeneous groupings where less competent students develop with help from more skillful peers.

Vygotsky’s theory included three major themes, Social Interaction, More Knowledgeable Other (MKO), and Zone of Proximal Development (ZPD).  The three major themes include elements that can often be observed in today’s classrooms. Vygotsky’s first major theme suggests that social interaction plays as a fundamental role in the development of cognition. This is evident in classrooms where students can be observed working cooperatively together. Vygotsky viewed interaction of peers as an effective way of developing skills and strategies.  As an example, cooperative learning is evidenced in Writers Workshop.  Writers encourage one another by listening and editing their partners writing. Social interaction can also be evidenced in the grade two’s collaboration on their social studies unit when tasked with learning, exploring, and understanding each other’s culture, or the KG1, KG2, and grade 1 unit of study on community helpers.

The second major theme guiding student learning is the idea of the More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.  Teacher as coach is an increasingly more common phrase used in education.  Collaborative learning should be seen as a process of peer interaction that is mediated and structured by the teacher. The teacher does less direct instruction and more facilitation of learning by first, briefly introducing and clarifying new concepts and information and then linking the new information to previously learned material.  Next, the teacher encourages students to learn experientially through discussion, hands on activities and additional peer collaboration.  “Reciprocal Teaching” is another application of Vygotsky’s theory used to support student reading and their understanding of the text.  Teacher and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying and predicting until the student gains a higher level of proficiency or independence in the task.

The third major theme in Vytgotsky’s theory is known as the Zone of Proximal Development (ZPD). According to Vygotsky, learning also occurs in the ZPD.  Vygotsky distinguished between two levels of learning, the first level (blue area) is the actual level of development that the learner has already reached and the level at which the learner is capable of solving problems independently.  The second level is that of potential development referred to as (ZPD) (purple area).  This is the level of learning which students are capable of reaching under the guidance of teachers or in collaboration with peers.  ZPD is considered to be the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability to solve problems independently.

An essential part of ZPD is the use of scaffolding.  Common elements of scaffolding include: task definition, direct or indirect instruction, specification and sequencing of activities, and the provision of appropriate materials.  Scaffolding may include assistance with planning, organizing, doing and/or reflecting on the specific task.  A model of scaffolding is evident when teachers share their enthusiasm for the unit topic, explaining the concepts and ideas verbally; using pictures to illustrate ideas, and providing key vocabulary terms that are related to the topic. The sharing of ideas fulfills the students' need to reach ahead for motivation and inspiration, and the diagramming and vocabulary provide support for those who may have language processing difficulties.

As a result of Vygotsky’s social constructivist theory, educational practices and student learning have been enhanced.   Children appear to enjoy learning more as they are more actively involved, rather than passive listeners.  Constructivism also promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas. Students learn how to articulate their ideas clearly as well as to collaborate on tasks effectively by sharing in group projects.  Lastly, learning activities are grounded in an authentic, real-world context that stimulates and engages students.

Cathy Drew
Elementary School Counselor

 

 

Atherton J S (2011) Learning and Teaching; Reflection and Reflective Practice [On-line: UK] retrieved 20 January 2012 from http://www.learningandteaching.info/learning/reflecti.htm

Vygotsky, L. (1978). Mind in Society. London: Harvard University Press.

Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children.
 
AIS-R's Website "Spreads its Wings" PDF Print E-mail

Have you visited the Our School menu on www.aisr.org lately?  If not, you are most likely unaware of the many additions that have been made to it over the past year.  Here is a list of these recent changes:

  • An Accreditation page was added that includes a detailed explanation of the re-accreditation process we are currently involved in this year and next, as well as the survey results from the recent stakeholder survey in which many of you participated.  http://www.aisr.org/school/accreditation.html
  • The Board of Trustees page was expanded to include a picture of the current Board members and the article Effective School Governance written by Peter Relic, the former President of the National Association of Independent Schools (NAIS). http://www.aisr.org/school/board-of-trustees.html
  • A slideshow and additional projects were added to the Global Service in Action page, including the exciting new Kiva program that allows participants to make, track and re-make micro-loans to those in need all over the world.  http://www.aisr.org/school/global-service-in-action.html
  • A Support AIS-R page was added that describes the many different ways to make a contribution to AIS-R, including an online donation system that accepts credit cards and provides a non-profit donation receipt that can be used for tax deductions.  If you would like to make an online donation to support AIS-R using your credit card, simply hit the Donate Now button at the bottom of the page.  http://www.aisr.org/school/support-ais-r.html

As all of these changes are only from the Our School menu, one can truly appreciate the extent to which the entire AIS-R website is expanding each year.  As such, we strongly encourage parents and students to visit www.aisr.org on a regular basis to keep up with the most current information and to view pictures of recent events on campus.  Happy surfing!

Matthew Sipple
Director of Advancement
 
Understanding Adolescence Can Help Everyone Experience Success in the Middle School Years PDF Print E-mail

Working with children can be extremely rewarding and fulfilling for both parents and educators. AIS-R has made a strong commitment to developing and maintaining a partnership with parents to help ensure success for all students. Our common goal must be to provide our students a quality education that develops their unique skills and talents to the fullest. As students enter the middle school years there can be additional challenges and complications that may take our focus off of the goals that have been set. Only when we begin to understand the adolescent child can we truly help them to stay on the path to success. The tremendous changes that occur during adolescence help to shape students as they become young adults.

These changes can affect everything from physical appearance to personality traits and it can
often be a frustrating and confusing time for the students as well as the parents. The following
excerpt is from a recent article from, The Middle School Educational News.


“Parents better be ready for change when their child enters the early adolescence years, but
it's natural change,” said Sue Swaim, executive director, National Middle School Association,
the nation's only educational group focusing specifically on the needs of 10 to 15 year-olds.
“This timeframe has been called the second most important period in a person's development,
and it's when children are experiencing tremendous emotional, behavioral, physical and
intellectual changes. That's why parents must be there to support and encourage their young
adolescent.”


So what can a parent do to be supportive and nurturing while still instilling good habits? The
first suggestion would be to stay informed. Check Skyward and Moodle regularly, attend
events at school, ask questions, develop a relationship with the teachers and take an interest in
any extra-curricular activities that your son or daughter may be involved in. The National
Middle School Association recommends that parents consider five action steps to help their
students:

-Think ahead. One of our best tools as parents is being prepared. As your son or daughter enters the middle school years, get ready for at least occasional conflicts. Think through what is truly important to you, and focus your energy on those big issues.

-If the issue is minor, keep things light. Call attention to them in a light way, so your middle-schooler knows you want action but you aren't being punitive. "Either the cat's smarter than I thought or you left the milk carton open on the counter. One of you please put it back before it spoils."

-Don't use power unless it's urgent. Parents have the ultimate power, and kids know it. We don't have to "prove" it to them at every turn. Save your strength for those really important issues you've decided are non-negotiable.


-Encourage your middle schooler to keep a daily "to-do" list. Stick with daily; weekly is too much. Put a few things on the list that need to be done that day. It may be necessary to assign a specific time to each task. When it's completed, draw a line through the task to show accomplishment. This strategy will help young adolescents learn responsibility and planning.


-Break down big chores into smaller parts. Sometimes young people feel overwhelmed by tasks and give up rather than getting started. If there are 12 overdue school assignments, focus on one Thursday night, another on Friday, and five during the weekend.


There is no universal set of instructions or manual on what to do with a child during adolescence that will work for all students. However, following some of these simple strategies while understanding that each child has a different and complex set of challenges will help everyone reach their potential. As a middle school counselor the three words I use most when speaking to
parents about how best to deal with their child are; patience, consistency, and communication.


Tom Leonas
Middle School Counselor
 
Happy New Year PDF Print E-mail

As the new year dawns, and the holidays become fond memories, it is natural to start thinking about the future.  We asked ourselves such questions as: What will the year ahead hold for us? What will we learn from the events and happenings of 2011?  What will we do to make our community, and this world, a better place?  Where will our travels take us and, more importantly, where will our learning take us?

With these questions in mind, and since this is the first NewsFlash of 2012, I would like to take this opportunity to do some forecasting.  I would like to take you on a quick journey to the future and explore where this year may take us.  I ask you to imagine, just for a moment, what our lives will be like in 2020.  Just imagine all the changes the next 8 years might bring to you and your family, your lives, and your learning.

The year, then, is 2020.  AIS-R opens for the new year in its state-of-the-art campus.  Students and parents disembark from their hover-cars while maglev shuttle tubes unload in the bus area. As students pass through the gates, their ID tags signal their attendance, register their current GPA, record a baseline brain-activity level and log their daily calorie intake thus far.  During the short walk to their morning meeting, students check their digital tablets to read the AIS-R daily news and see what classes they will be attending this week.  Since their learning is individualized, classes change from week to week depending on what they need to learn to get to their next target learning level. Their teacher—or Learning Facilitator as they are now called—has sent them a welcome message, an overview of their personalized learning plan and details of the learning cohort they will join for the week.

Eager to get started, students spend some time in the commons areas, catching up with friends and checking in with those in their learning cohort.  The week’s learning will be challenging but by collaborating and making good use of the strengths of each member of the group, the project will inevitably be a success.

Some students have already begun finding background information for the project and sharing what they have found with their team.  Each student has his/her own digital computing and communication device which is always with them, and it is light and portable enough that they carry it everywhere without even a thought.  It is more of a digital assistant than what they used to call a computer in 2011, and yet its power, speed and capacity far exceed the capabilities of all the “computers’ AIS-R had on campus just 8 years ago.

AIS-R parents often ask their children, jokingly: why do you need to attend AIS-R, when all the information in the world can be found easily and quickly with your digital computing device?  But, our students understand that information is not knowledge.  Facts are not valuable (when anyone can Google them for free), unless we can put them into context, solve problems and create new ideas.  All the data, information and facts in the world have not made us “smarter”.  But analysing that data, discussing its implications with peers, applying ideas to solutions, looking for trends and patterns in that data offers students opportunities to create new knowledge: this is how students can make a difference.  That is what makes their learning successful.

Sometimes it is overwhelming of course: the sheer amount of information available, and the scope and complexity of the challenges they are presented with by the  Learning Facilitators often seem impossible to tackle.  Fortunately, the AIS-R learning community exists to support each and every learner, through collaboration, teaching, coaching, guiding and nurturing.

While this might, in some ways, seem like a far-off future, it will be here before we know it.  Our AIS-R fourth graders will be graduating in 2020.  So much change will take place in the interim it is nearly impossible to predict.  Nevertheless, we must prepare all AIS-R students to graduate ready for this unknown future.

What we do know is that the world they will be working in will require creativity, collaboration, critical-thinking, problem-solving and excellent communication skills.  We know that the amount of information available to them will increase exponentially over the next 8 years.  We know that they will need to be able to learn new things constantly, and un-learn things just as quickly.  We know that they will need to use technology tools to find the right information for a given task, and make sense of it with the help of technology, as well as other people, near them, and around the world.

This new year promises many changes.  New websites that we have not imagined, will appear in 2012.  Only 5 years ago, Youtube did not exist; Moodle has only been used at AIS-R for a year and a half.  Already, Moodle has become an online hub for teaching and learning at AIS-R. This year Moodle will see many improvements including a video module.  Like Youtube, the advent of video will likely bring an explosion of new learning opportunities through Moodle. Gmail and Google Docs are still in their first year of use at our school.  This year we will undoubtedly see the use of online document creation, online collaboration and file-sharing take off.  Our online learning community will continue to grow and support what we are doing in the classroom for the benefit of all of our students.

New tools to access these sites and information, to learn, communicate and collaborate, will appear.  In just a year and a half, the iPad has changed the way we think about computers. Lighter, more powerful tablets and smartphones are changing the way we work and learn.  A future where every student at AIS-R has a digital learning device with them throughout the day is not far off.  Even now, students in high school are encouraged to bring their laptops and iPads to school each and every day because they need those tools for learning.  We expect that trend can only increase over the next year.

While no one can predict the future, we do know that we want our children, our students, to be successful when they leave AIS-R.  Their success will require them to be creative problem-solvers, critical-thinkers and skilled communicators.  They will need to communicate with people around the world and work with others to create new products and ideas.  They will need to do much of this with technology tools coupled with their own collaborative skills.

This year, we will continue to help our students reach these goals and more, we will continue to teach, guide and facilitate, and we will continue to grow as a learning community, together, in partnership.

Michael McGlade
Director of Technology
 
Happy Holidays! PDF Print E-mail

Dear Families and Friends of AIS-R-ville,

"That's a noise," grinned the Grinch, “That I simply MUST hear!" So he paused. And the Grinch put his hand to his ear. And he did hear a sound rising over the snow. It started in low. Then it started to grow...

But the sound wasn't sad! Why, this sound sounded merry! It couldn't be so! But it WAS merry! VERY!"

Yes, ‘tis the season, to be merry, VERY! So, on the eve of the winter holidays, I take this opportunity to extend my warmest wishes to you and your family for a joyful and merry (VERY) holiday ahead. This is also a time of year where we can take a moment to reflect and celebrate the first semester of learning and fun, while recognizing some of the fantastic events that make AIS-R a VERY merry place to grow….

First, allow me to congratulate our artistic MS and HS students following the incredible success of the AIS-R Players’ production of Annie, the Musical this past week. With a packed theater for both showings, the actors captivated and entertained everyone with song, dance and humor. The artistic insight and imagination demonstrated by all was outstanding—congratulations students and a special thanks to the many people who assisted to ensure this production was a memorable achievement, including Co-Directors, Claire Morris and Jo Denley!

Our students are just as talented at the elementary level, and I congratulate a brilliant group of ES students who recently ventured off to “Quincy House” to perform a medley of festive songs for the U.S. Ambassador, James Smith and Dr. Breslin-Smith, and their special friends. Here again, our AIS-R students were shining bright, thanks to our wonderful music teacher, Marcelle Khoury!

Over the past many weeks, our dedicated PTSO has worked non-stop to organize AIS-R’s annual Family Fun Day. With almost 2000 friends attending, this community event was a sparkling accomplishment due to the enthusiastic work of so many, including the PTSO Officers, Katie White (President), Laurie Dukes (VP), Ghulam Syed, Vijal Ludlow, Celine Kastoun, Jennifer Schmitt, Asma Riaz, Nadia Halim, Holly Raatz, and Matt Sipple. This event could not have taken place without the support of the many parents, students, faculty, staff and community members who volunteered their time, organized tickets, donated to baskets, prizes and food (and made 100s of cupcakes!)—thank you to all—what a VERY cheerful day for AIS-R.

Of course, the final days at AIS-R before the holidays would not be complete without our annual winter concerts. This past week we began to celebrate the “winter” with two dazzling Elementary School concerts—ECE and Grades 1-2. Each concert was festive and memorable and we look forward to the Grade 3-5 concert this Tuesday. As always, our students—and teachers, Ineta Jonusas & Marcelle Khoury—merrily navigate us into the holidays.

Finally, our new EAGLE school-wide theme and honor code has taken off, and I would like to thank you all for participating in various events thus far this year. Today, we proudly send home the December edition of our school magazine, Mawade’ah, which is wholly dedicated to spread the honorable news we call EAGLE! Enjoy!

“And what happened then...? Well...in Who-ville they say That the Grinch's small heart, Grew three sizes that day!” (Dr. Seuss)

‘Tis the season…to thank, rejoice, revel, feel and celebrate the glittering happenings at AIS-R! So, my heartfelt thanks to YOU for your incredible support and partnership in the important work that we do as we continuously strive for excellence here in AIS-R-ville! Once again, I wish you all a merry (VERY) safe and festive holiday ahead and the best of the best for 2012.

Happy New Year!

Brian Matthews
Superintendent
 
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