After reading ‘A Tale of Five Classrooms’, direct instruction learning approach was the common approach used in our class. Our classroom is mainly comprised of rows of desks facing the teacher and the backboard. We barely discussed with each other and we progressed as quickly as the teacher taught. The teacher gave slow learners extra instructions, sometimes after school to help them catch up with other students. I did not enjoy this kind of learning approach because it was the only option and the only thing each of us knew. We just did what we could, brought our report cards home, and waited to start the next year one grade higher.
The learning approach that aligns with the kind of classroom environment I would like to develop for my students is that of Reggio Emilia (Estes & Krogh, 2012 and Biermeier, 2015). I prefer this classroom environment because it has some modifications and additions. This type of learning approach involves parental involvement and the arrangement of the class has spaces for both large and small groups ( Sheldon, 2020 ). Additionally, the approach involves students’ interest which is important in their performance.
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According to Loris Malaguzzi, the Reggio Emilio system is significant to cognitive development. It allows students to develop their learning to become collaborators who learn through interaction within their communities. Loss Malaguzzi also opines that the Reggio Emilio system enables the class environment to act as the third teacher ( Facchini, 2014 and Marginson & Dang, 2017 ). The theme of the system is also emphasized in Vygotsky theory. The theory states that socialization is a mental and physical health contributor of all ages which makes students benefit from the interaction with other students. In this system, there is no concrete formal training, and students are allowed to be creative. Allowing creativity in students is a significant learning tool because it gives them self-confidence and grows their ability to reason, observe, and make decisions.
References
Estes, L.S., & Krogh, S. L. (2012). Pathways to teaching young children: An introduction to early childhood education [Electronic version]. Retrieved from https://content.ashford.edu/ on August 21, 2020
Biermeier, M. A. (2015) Emergent curriculum in relationship-driven learning environments. National Association for the Education of Young Children. https://www.naeyc.org/resources/pubs/yc/nov2015/emergent-curriculum on August 21, 2020
Facchini, N. (2014). Elements of the Next Generation Science Standards'(NGSS) New Framework for K-12 Science Education aligned with STEM designed projects created by Kindergarten, 1 st and 2 nd grade students in a Reggio Emilio project approach setting . Hofstra University.
Marginson, S., & Dang, T. K. A. (2017). Vygotsky’s sociocultural theory in the context of globalization. Asia Pacific Journal of Education , 37 (1), 116-129.
Sheldon, L. (2020). The multiplayer classroom: Designing coursework as a game . CRC Press.
