Part One
The school-practitioner model is an advanced educational and operation approach that focuses on the practical application of scholarly knowledge and information.
The approach focuses on problem-solving where the scholar-practitioner recognizes a problem, examines the issue and act actively to achieve the best solution (Abuachi, 2017) .
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Therefore, use theory and experimental knowledge to address the different problems in the education setting.
Indiana University is a public research institution of higher learning expecting to celebrate its bicentennial in 2020.
In almost two centuries, the university has developed from a minor state seminary to a college to a university.
Indiana University is a currently a public ivy university ranked among the top hundred universities in the USA.
The university has more than 1800 full-time faculty members.
Some of the issues Indiana University has faced in the past half a century include;
Increase in the number of drop-outs especially in students taking academic sciences
Keeping up with the changing curricula and teaching techniques.
I am keeping pace with technology.
Many institutions of higher learning have taken different initiatives in efforts of keeping up with technology.
The aspect of active learning classrooms is an example of such efforts.
Active learning classrooms provide many educational opportunities (Lumpkin, Achen, & Dodd, 2015) .
Active learning classrooms promote innovative learning.
However, the mere creation of active classrooms is not enough.
As the learning environment changes so should educators and learners.
It is necessary for teaching and learning approaches to accompany the changes in the learning environment.
More than 200 institutions of higher learning across the USA including Indiana University have embraced an active learning environment.
The Mosaic Initiative focuses on how Indiana University can transform its 400 general-purpose classrooms to support active learning classrooms (Morrone, Flaming, Birdwell, Rusell, Roman, & Jesse, 2017) .
However, the university ignored the necessity of developing programs designed to maximize the advantages of active learning classrooms.
Impediments remain in changing the teaching and learning practice to implement active learning environments.
Part Two
Constructivism theories postulate that individuals learn through practice, application, and apprenticeship.
The approach maintains people learn through a continual process of modifying the perception of reality depending on their experiences.
Core concepts of constructivism include:
Knowledge is not acquired but rather an evolving process.
Individuals conditionalize their knowledge in personal ways.
Emphasizes collaboration and social negotiation of meaning, that is learning takes place in a social context (Pardjono, 2016) .
Active learning classrooms embody some characteristics of constructivist learning theory.
Active learning describes the processes associated with students engaging in activities that force them to reflect on ideas and how they can be applied (Birdwell, Hammersmith, Roman, & Jeromoliv, 2016).
A study focusing on students’ perceptions asserts learners enjoy learning in an engaging environment (Lumpkin, Achen, & Dodd, 2015) .
However, active learning in entirety encompasses more than active classrooms to include teaching and learning techniques to complement and supplement the environment.
Mosaic projects focus on the classrooms and ignore teaching and learning techniques.
It is essential for Indiana University to adopt techniques that will concentrate on student and educators innovation in efforts to supplement and complement the Mosaic initiative.
It is necessary for Indiana University to develop sustained and intention faculty and student development programs (Morrone, Flaming, Birdwell, Rusell, Roman, & Jesse, 2017) .
These programs will accompany changes in the classrooms.
References
Abuachi, J. (2017). Scholar-practitioner project: Visual representation of public health leadership theory. 1-35.
Birdwell, T., Hammersmith, L., Roman, T. A., & Jeromoliv, D. (2016). Active learning classroom observation tool: A practical tool for classroom observation and instructor reflection in active learning classrooms. Journal on Centers on Teaching and Learning , 28-50.
Lumpkin, A., Achen, R. M., & Dodd, R. K. (2015). Student perceptions of active learning. College Student Journal, 49 (1), 121-133.
Morrone, A., Flaming, A., Birdwell, T., Rusell, J.-E., Roman, T., & Jesse, M. (2017, December 4). Creating active learning classrooms is not enough: Lessons from two case studies. Retrieved March 13, 2018, from Educause Review.
Pardjono, P. (2016). Active Learning: The Dewey, Piaget, Vygotsky, and constructivist theory perspectives.
