Blog 3 Constructivism vs. Breaking Ranks Framework

The explanation of the relationship between constructivism and the Breaking Ranks Framework is simply student-centered learning and student-centered environments that produce success in all educational areas. The learning theory that is vital for learners is a combined method using student-centered and constructivist approaches. These approaches provide the student with skills to interpret, analyze, solve problems and make sense of what they are learning. Constructivist believes learning is a result of mental constructing (Elkind, 2004), putting together and reconfiguring. All students want to learn information that has value and makes sense to them. Even Jesus used life for relatable lessons to make a difference in others (Graham, 2009).

The Breaking Ranks Framework is based off of three major areas for leaders, which are: collaborative leadership (CL); personalizing your school environment (PER); and curriculum, instruction, and assessment to improve student performance (CIA) (Sheninger, 2014). Leaders must reflect and implement these areas for prominent change to occur in the school’s technology integration. Collaborative leadership is focused around the educators creating and maintaining the learning environment and instructional strategies that promote student engagement. This can be obtained through professional learning communities (PLCs), faculty meeting, mentoring, etc. The framework gears the leaders to personalize learning. Educators have to meet the students where they are to understand and teach through the student’s struggles and develop effective teaching strategies. Finally, the curriculum and instruction with this learning theory for the learner should be implemented as a school-wide approach. The teachers, society and curriculum should be layered with the mental construction of cognitive thinking that is student-driven.

In reflection of my school, I would encourage the PLCs to meet more than once a month. I would increase at least twice a month with submitted documentation of the meeting minutes. Overall, in the PLC meetings, the discussion is from the implementation of the latest professional development, student performance reviews, discipline concerns, to the overall school organization. Improving student practice usually improves student learning. Therefore, the extension of a positive, caring environment is developed by our professional teachers. As the educator becomes convinced that they do what they do for the students, the learning environment becomes productive and relevant. This collaboration effort will allow the teachers to positively know their students and improving their interpersonal relationships. Hope you enjoy this post!

References

Elkind, D. (2004). The Problem With Constructivism. The Educational Forum, 68(4), 306-312. Retrieved from http://search.proquest.com/docview/220663785?accountid=1208.

Graham, D. L. (2009). Teaching redemptively: Bringing grace and truth into your classroom(2nd ed.).  Colorado Springs, CO:: Purposeful Design Publications. ISBN:9781583310588.

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks: Corwin. ISBN-10: 1452276617.