[Its.an.education.project] From Piaget

[Walter Bender]

In my experience, for many teachers, getting to A is more a matter of
being unleashed rather than having a the need for a tremendous amount
of remedial training (and untraining). While probably no one can
instantly change from D to A, it is not clear that instant change is a
requirement. I think the key is to have a context that shifts the odds
in favor of more A and to send a clear message to the teachers and
children that A is goal. Getting the vector pointed in the correct
direction--achieving A at a meta level--is an accomplishment in and of
itself.

In Peru, this is by and large the approach they have been taking with
the teachers: giving them the opportunity to aspire towards A by
immersing them in activities where they work together to design
pathways from D to A. I have seen the same thing at a smaller scale
happen in São Paulo and Porto Alegre.

Clarity of purpose is critical.

-walter

On Sun, May 18, 2008 at 6:48 AM, Antoine van Gelder <antoine at g7.org.za> wrote:
>
> On 18 May 2008, at 12:21, Edward Cherlin wrote:
>
>>
>> To teach teachers Constructionism would require that we get permission
>> to put them through a remedial course of what they should have learned
>> in childhood. It would require that we create the complete
>> Constructionist course of study by Constructionist methods. But none
>> of us knows how to do that.
>
>
>
> We want to be at A.
>
> Currently, we are at B, being paid to do D.
>
> To get to A we're going to have to be at C as well, but being at C means
> doing D' which, the people who pay our salaries, don't like us to do.
>
> ?
>
>  - a
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