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Issue #5 • Fall 2009
CONSTRUCTIVIST CONSORTIUM
 
N E W S 
In this issue…
The Great Lakes Constructivist Consor
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 tium is in its second year as a not-forprofit entity. Last year was filled withlots of learning and growing; connecting and disconnecting. GLCC still believes
 
 that humane schools are defined by1) democratic learning environments;2) constructivist assessment practices;3) ongoing orientation procedures; and4) extensive community partnerships.In the fall issue the focus is on demo
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cratic learning environments, because,while most people would agree withdemocracy as an idea, there seems to be very little agreement as to what that actually looks, sounds, and feelslike. Even more challenging is how toget an entire educational community toembrace those principles consistentlyand flexibly.Susan Ballje begins the issue with areminder about Community Building ascentral to our work as educators. GLCCis renewing its commitment to clarity,and so the GLCC mission description isincluded.Following the manifesto, there is a morepractical piece for those allergic toabstractions. It is text from an interviewwith Tanya Arentsen, who participatedin the summer graduate course, TheEssentials of Project Based Learning.The course was one of the most exciting and challenging accomplishments of GLCC’s short organizational life. It pro
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vided much guidance, and informed thestrategic vision crafted for the currentyear and included in this issue for yourreview.The last essay, by Anne Nordholm, is acontinuing effort to help explain why con
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structivism is an important frameworkfor learning environments. Paulo Freireis one of the philosophical contributors to the GLCC work. Future newsletterswill provide a glimpse at other thinkers/educators who have helped to shape this work. You will also find in this issue the usualrequests for support and the list of pro
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gram opportunities in the ongoing questfor experiential, equitable, and ecologi
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cal learning.As can be expected GLCC is alwaysworking with change. The website isundergoing some major adjustments,and soon this newsletter and zillions of other resources will be made available to you digitally.
 WHO WE ARE
 The mission of The Great LakesConstructivist Consortium is to advocatefor learner-centered environments that areexperiential, equitable, and ecological.
Editors
Susan Ballje Anne Nordholm
2009–2010 Board of Directors
Kathleen End,
Milwaukee Learning Laboratory and Institute
 Theresa Erbe,
Professional Learning Institute
Shane Krukowski,
Project BasedLearning Systems, LLC
Corey Thompson,
Cardinal Stritch University 
Susan Ballje,
GLCC
 Anne Nordholm,
GLCC
 Advisory Board
Mary Hicks,
Boundless Readers, Chicago, IL
Madeleine Lubar,
Milwaukee, WI
MANUSCRIPT SUBMISSIONS
 All GLCC members are invited to submit articles to beincluded in upcoming GLCC Newsletter issues. Studentsare especially encouraged to submit articles, essays,poetry, etc. Fully edited submissions (of no more than500 words) must be electronically submitted to anne.nordholm@bastantemilwaukee.com by the dates indi-cated below. Depending on the number of submissions, we reserve the right to select only those submissionsthat best serve the newsletter’s theme. Themes:Fall Issue: Democratic Learning Environments (Submis-sion Date = 9/15) » Winter Issue: Constructivist  Assessment (12/15) » Spring Issue: Constructivist School Orientation Practices (3/15) » Summer Issue:School/Community Partnerships (5/30)
CONTACT GLCC
2217 S. Kinnickinnic Ave.Milwaukee, WI 53207414.294-3939
http://www.greatlakescc.org 
“DEMOCRACY BECOMES A HABITAS WE GO BACK AND FORTHBETWEEN LIVING IT ANDSTUDYING IT, OVER AND OVER.”
 — DEBORAH MEIER
 
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Great Lakes Constructivist Consortium News
M
uch has been written andmore is being spoken aboutthe importance of positive schoolclimates, but what is known aboutthe kind of environment that isparticularly helpful to youth andcontributes to their learning? Withinthe first month of life, it is apparentthat humans attempt to master theirenvironments. Arms reach, fingersgrasp, legs kick in search of mean-ing and connection. Later, beforestepping into a classroom, mostchildren continue the innate searchof what’s in his/her world by acquir-ing language, playing with objects,and relating to others. But somethingtragic often happens to the mindsof many children who are eager toachieve. Oftentimes in schools, wherethe quest is supposed to be nourishedand expanded, learning is confinedand controlled. Schools can be poorfacilitators when the environmentinterrupts the natural flow of learn-ing, fragments into subject areas, andsubstitutes punitive consequences forself-responsibility and active curiosity.Learning in a democratic environmentallows it’s citizens the opportunity tobecome competent, to be engaged,and to be interested in achievingmore. Citizens who experience beinga part of community want to masterchallenges and become involved inmaking contributions to improve their world. With a supportive environ-ment, youth increases mental cogni-tion, develops more skills and feelspleasure, which fuels motivation.Children as well as adults build onsuccesses and develop relationshipsthat contribute to furthering anintergenerational democracy. However within a dominating environment, youth is kept dependent by beingtold what to do, how it is to be doneand are rewarded for obedience andconformity. Youth who have learnedto expect isolation and failure seek to escape embarrassment by workinghard at avoiding work.If children do not experience democ-racy in their youth, how prepared willthey be as adults to contribute talent,engage in community change, involvethe underrepresented, and takeresponsibility for their own actions? Within our schools we need to addressthe “us and them” syndrome and learnhow to be together in community. Traditional schooling presumes thatlearning requires carefully planned,logical step-by-step lessons deliveredby adults to obedient orderly stu-dents in classrooms. When youth feelmarginalized they cannot contribute.It may not matter if the contributionis toward their own achievement or working together for accomplishing acommon goal. So it’s critical to haveadults who will be modeling how democracy works and actively engage youth in experiencing “we”. GLCCbelieves in creating democratic envi-ronments by:
. Participating in structures thatencourage the inclusion of all voicesand provide opportunities for sharedleadership and collaborative inquiry.
 
. Building communities groundedin trust and equity since constructiv-ist learning encourages learners (sta
ff 
 and students) to take risks and tolerateambiguity.
 
. Advocating community membersbe proficient with socio-culturalinfluences that have an impact oneducationally relevant variables, suchas motivation, orientation towardslearning, and ways of thinking.GLCC will engage in a commu-nity conversation about DemocraticLearning Environments on Oct.
stfrom
 
–
 
:
 
pm at First
 
ursday.Please RSVP!
Why Ensure “Democratic Learning Communities” in Education?
BY SUSAN BALLJE
“In America they have begun to talk of troubled children as
‘THROW-AWAY’ CHILDREN.
 Who can be less fortunate than those who are thrown away?” 
—
om Garfat of Quebec, Canada, Building Bridges in Youth and Child Care Conference 
“ 
e desire to master learning is seen in all cultures from
CHILDHOOD THROUGH ADULTHOOD.
 
People explore, acquire, construct,and attempt to make sense of the world based on the environment they have experienced.” 
— Archbishop Desmond Tutu
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