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A learning space inspired by the principles of Reggio Emilia will look quite different to a traditional classroom.  Students will not be sitting at their desks in rows.  In fact there may not even be at desks at all.  Group work will be encouraged and conversations valued, so there will likely be a steady hum of busy, engaged children.  At times there will be purposeful ‘buddy’ pairs or groups formed, where older or more experienced students interact with younger students.  This is an opportunity for both to learn from one another.

Throughout the day there will be whole class work, where the W.A.L.T. is introduced and discussed, ideas brainstormed, interest and levels of engagement observed by the teacher, and measurable achievement outcomes co-constructed.  Students know that conversations about their understanding are an important aspect to learning, and because they feel their contributions are respected and valued, are confident to take risks and try out new theories.  Evidence of students’ journeys in learning are documented and displayed for students, whānau and visitors to see.  Students are offered the chance to interact with their work through music, dance, drama, art and digital technology.  Bi-culturalism is evident in language and actions used in teacher-student interactions, and encouraged between students also.  Other languages and cultures are also explored, valued and shared as part of group learning. In this classroom learners are actively participating and helping to create their own learning pathways.

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PEDAGOGY BASED ON REGGIO EMILIA LEARNING THEORY

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PEDAGOGY BASED ON REGGIO EMILIA LEARNING THEORY

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The teacher views the learner as a whole person, not as a an 'empty vessel'.  Their beliefs, values and prior knowledge are accorded the same value and importance as those held by the teacher.

Because children are seen as individuals, with the ability to create their own pathway to understanding and knowledge, there is no expectation that they must hold to a common cultural or social view, whether it is that of the teacher, or that of the majority.

The use of the different ‘languages’ of expression allows children to make meaning of new knowledge in ways that are comfortable for them.  This works well with the inclusion and engagement of ESOL students, special needs and gifted learners.

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Students are invited to experience and explore their learning in different ways.  There is an emphasis on creativity, with meaning being gained and communicated through the languages of art, music, text, drama and physical interaction.

This approach requires access to equipment, time and space to accommodate these activities, and a pedagogical attitude that acknowledges the huge benefit engagement with alternate ‘languages’ has for learners.

Encouraging the use of these alternate modes of expression may mean that some areas of assessment may look different to traditional written work.  Journals, conversations and formative assessment may all play a part in the summative assessment of student’s achievements.

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The New Zealand Curriculum is explored through student-led inquiry.  This means that the teacher must know her students well, and seek ways to accommodate their interests in the planning she does for her class.  This may mean small group teaching, where children work on shared areas of interest under a particular unit plan. It may also involve students co-constructing whole class learning.

As a teacher, inquiry based learning means allowing plenty of flexibility in unit and lesson plans, so as to seize moments where students are fully engaged with learning.  This allows them to follow their interest to deeper levels of understanding, providing richer, more meaningful engagement.

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The teacher actively listens to and seeks ways to document the learning that students demonstrate.  This could take the form of asking the child to document their ideas in journals or place notes on a ‘wonder wall’, or for the teacher to note them down on the white board or her own journal.

Time must be allowed for conversations, and active documentation of this as student’s ideas are explored, recorded and discussed further. Documentation of the student’s learning is made visible.