“Our environment, the world in which we live and work, is a mirror of our attitudes and expectations.” Earl Nightingale
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For learning to occur, the learning environment must be safe—physically, intellectually and emotionally.
A constructivist-learning environment supports the construction of knowledge, disciplined inquiry and value beyond school. It nurtures higher order thinking, natural curiosity, deep knowledge, substantive conversation and connections to the world beyond the classroom. It promotes meaningful dialogue and meaning making together and within self through collaboration and reflection. Every educator has the responsibility to provide a safe and healthy learning environment. The following four dimensions: Academic/Learning, Physical/Virtual, Social/Emotional and Community provide a framework for establishing such an environment.
Designing Learning Environments – District/Campus
To help educators create a constructivist-learning environment, the district and campus will:
provide systems of support for educator efficacy
respond to the unique needs of novice, experienced, master and struggling educators
create a system-wide culture of collaboration and engagement
provide a professional learning system that builds capacity in facilitating meaningful learning for all commit resources for the design and expansion of flexible learning spaces
Create a learner-centered environment in which learners gradually construct their own meaning. Educators:
facilitate rigorous authentic experiences
create a brain-friendly environment that considers the learner’s emotions, interests, previous experiences and learning styles
build in reflection time to make meaning
design experiences and investigations in which learners develop understandings of concepts through their own experiences
encourage differences of opinion and use them as potential solutions to problems
collaborate with learners to determine how learning is demonstrated and assessed
capitalize on learners’ interests to make learning relevant
collaborate within professional learning communities (PLCs) to improve the art and science of learning design
facilitate the transfer of knowledge across multiple disciplines
Physical/Virtual
Design classrooms that include the flexible use of space, technology, materials and time. Educators:
bring in external resources
provide equitable access to quality learning tools and resources for all
collaborate with learners to ensure classrooms and common spaces are clean and maintained with pride
display learner work purposefully in classrooms, common spaces and/or virtual environment that reflects a community of learner-created materials or anchors
ensure classroom procedures and routines are clear and consistent for learners
provide flexible furnishings, that reflect learner voice, within the learning spaces
Social/Emotional
Build appropriate and positive relationships that foster a mutual respect. Educators:
create a non-threatening environment that is conducive to risk taking
communicate high expectations for all
interact in a positive way with each learner each day
foster reciprocal relationships through mutual respect and dignity
celebrate the successes of others
provide frequent, authentic positive feedback
treat learner misbehavior as a learning opportunity and design natural and logical consequences that are not academically or socially punitive
establish classroom norms collaboratively with learners to foster social and academic success
Community
Engage families and the community in the life of the school. Educators:
establish positive relationships and maintain regular communication with families and community members
maintain virtual communication avenues including digital newsletters, email, websites
establish reciprocal communication and relationships that respect the cultures, backgrounds and values of their learners and their families
provide a variety of ways for families and community members to participate in the school community during and beyond the school day
provide resources and assistance for families new to the District
collaborate with parents and community members as part of the campus decision-making process
Reference: Creating a New Vision for Public Education (Article 1 a, b, c, d, e, f, g, h, i; Article V e, h)
