Connecting People Across the Globe For Collaborative, Innovative
Learning and Teaching
With socio-constructivism pedagogy, teachers become learning facilitators to organize classroom as scientific communities - guiding learners to actively engage with the topic of study, collaborate with peers, and construct their understanding of the lessons through social interaction and experiential learning.
Learning pills can be used in compulsory education classrooms to enhance the core curriculum of primary, middle and secondary schools. When used in non-formal education settings, learning pills can bring learners around a common theme like entrepreneurship, sustainability, water literacy, etc., to collaborate on producing solutions to challenges. In HEI and vocational training environments, learning pills transform disciplines into inter-disciplinary subject matters where supplemental resources complement traditional learning and teaching.
A classroom session guided by socio-constructivism in a K-12 setting is focused on promoting active learning, collaboration, and critical thinking among students. Socio-constructivism is a learning theory that emphasizes the role of social interaction and collaboration in the construction of knowledge, and aligns with UNESCO's Information & Communication Technologies (ICT) Competency Framework for Teaching (CFT). Learning is focus on a topic or central theme, explored via an interdisciplinary lens with the objectives of deep learning towards understanding concepts, collaboratively exploring potential solutions to challenges and developing critical thinking skills through group discussions and problem-solving activities. The arrangement of a knowledge-building classroom defies traditional setups of teachers imparting pre-discovered knowledge in front of students seated in rows. Rather, students are seated in small groups of four or five, and there are whiteboards or flipcharts for group presentations and design-thinking applications. A short video or real-world example of the subject being discussed is presented to engage students and stimulate their curiosity. In group discussion, students share what they already know about the topic being discussed to foster peer learning. Each group is encouraged to to engage in collaborative research from authoritative sources towards preparing a group presentation that synthesizes information and enables students to communicate their understanding effectively. The class is encouraged to ask questions and provide feedback to each group. The teacher guides the class in creating a conceptual map on the whiteboard, connecting key concepts related to the topic, which serves as a visual representation that helps students see the relationships between different ideas. This process enhances Problem-Solving Skills that supports brainstorming around solutions to the real-world challenges presented.
Snapshot of an Erasmus+ Knowledge Building Project using learning pills in transnational collaboration between schools in Spain, Greece and Italy:
https://web.archive.org/web/20201230155029/https://archaeoschool.eu/
TEACHER TRAINING
MULTI-MEDIA CURRICULA
MOBILITY OF TEACHERS AND PUPILS
