Despite colleagues sharing some confusion with me as to why a higher education academic (now) would go to Reggio Emilia (RE) to learn about their approach to learning, off I went. Not only was Constructing Modern Knowledge – The language of computation – an opportunity to learn more about RE, it filled an ambition I have had for many years to join a Gary Stager and Sylvia Martinez event. This was an indulgence just for me….and I am very glad I went. This is the first of (not sure how many yet) posts where I share our adventures in RE. Enjoy!
I am starting by sharing more information about the Reggio Emilia approach to learning which is focused on 0-6 year old children but has relevance to all levels of learning IMHO. Here is a summary….and you can download the PDF file if you want to (not usually available on phones and tablets…apologies).
Images of children’s work displayed in the Loris Malaguzzi International Centre in Reggio Emilia
What did I find interesting in the RE approach?
The image of the child as a researcher and as a learner enjoying complexity whereby the question is not “What shall we do today?” but “Who are we doing it for? Why are we doing this?” Too often, as we were informed, children are treated as inferior or more accurately approached with a subtractive view and defined by what they cannot do. One parallel in HEd is an attitude by some academics towards students that they are unable to cope with new technologies, or the addition of too many new technologies at once. This is something I do not agree with and believe it is related to developing a positive mindset about the complexities involved with learning.
How they use digital tools to complement the analogue world – “there to empower our hands, eyes and bodies”. There is no banning of technology or relegation to certain age levels or contexts. This applies to the broader definition of technology as well of course.
The emphasis on aesthetic learning is interesting. Examples provided juxtaposed with what they called anaesthetic whereby, as with a medical operation, the senses are significantly dulled. The RE approach is to develop sensitivity that connects us to all living things.
The teachers role is that of researchers practising the pedagogy of listening. It seems that teachers work hard at creating learning environments for students to explore in a create. Certain teachers take on the role of the atelierista. The atelier is a dedicated space where children can engage in various forms of creative expression (although not mentioned in the PDF above) is one I will explore in a later post.
What resonates with my work from the RE approach?
One key point I want to share here about this initial introduction to the RE approach that has made me think and consider more deeply. This is the reference to working in groups and it was stated, “There is a difference in working in groups, as a group and being a group”. As you know my work in online global collaboration is based around the successful practice of group work. I want to explore the concept and practice of group learning further as I have not really thought of it in terms of becoming or being a group. I have developed norms for group collaboration assuming everyone automatically understands the responsibilities and expectations of groups. However, the success of group learning at any age relies on different dynamics and how a small number of co-joined learners end up “being a group“.
Another key point is the RE approach to making learning visible through documentation. This is something I talk about a lot with student portfolios, and of course I practice what I preach as much as I can through my blogging and sharing via platforms such as LinkedIn. From my perspective I view documentation as a way to provide visibility of learning and actions through:
- Collecting and curating artefacts – both the collection and the curation are distinct activities and approaches
- Reflecting on these experiences and objects
A mantra we use for portfolios is: Collect, Select, Reflect and Connect. This translates to collecting the learning artefacts and experiences, selecting or curating which ones are most important to share and make visible, reflecting on the learning, and finally making connections through interpretation, discovering relationships, and development of ideas.
This has parallels with the RE approach. Applying the RE pedagogy of listening involves teachers observing, documenting, and interpreting the learning. Visibility occurs within the constructive process that is rich with phenomena for the child and by sharing on walls and in learning areas and more. Therefore documentation includes the direct point of the child, their conversations and interactions, through written observations and drawings. Taking pictures only is not true documentation.
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