"Changing Our Skin": Creating Collective Knowledge in American Classrooms

Autor/in	Krechevsky, Mara
Titel	"Changing Our Skin": Creating Collective Knowledge in American Classrooms
Quelle	In: New Educator, 8 (2012) 1, S.12-37 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2012.641867
Schlagwörter	Stellungnahme; Reggio Emilia Approach; Young Children; Early Childhood Education; Learning Activities; Group Discussion; Student Centered Curriculum; Learning Processes; Group Dynamics; Educational Quality; Epistemology; Metacognition; Group Activities; Educational Philosophy; Interpersonal Relationship; Cognitive Style; Documentation; Massachusetts + Suchen Sie Ihr Suchwort? Reggio-Pädagogik; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernaktivität; Gruppendiskussion; Learning process; Lernprozess; Gruppendynamik; Quality of education; Bildungsqualität; Erkenntnistheorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gruppenaktivität; Bildungsphilosophie; Erziehungsphilosophie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Cognitive styles; Kognitiver Stil; Dokumentation; Master-Studiengang
Abstract	In this essay, the author explores the notion that the focus of learning in classrooms and schools extends beyond the learning of individuals to create a collective body of knowledge that is larger than what any one person knows. This idea was examined in a collaboration between Project Zero researchers and educators from the municipal preschools in Reggio Emilia, Italy, around understanding, supporting, and documenting individual and group learning. The author draws on the experiences of classroom teachers in Massachusetts to suggest at least four key components in creating collective knowledge: (a) rethinking the nature of the learning task; (b) fostering a "pedagogy of relationships"; (c) addressing four kinds of learning; and (d) documenting student and teacher learning. (Contains 8 figures and 7 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10