Module 4: Breaking Ranks Framework

Transcript

For today's video blog, I will be looking at the relationship between constructivism and the Breaking Ranks Framework. I will also be making some recommendations to school leaders based on the core areas of Breaking Ranks along with the rationale for each suggested change.

My approach to this discussion will be somewhat different as, although the Breaking Ranks Framework was developed by the National Association of Secondary School Principal and designed for the K-12 learning environment. I have found that many of its foundational principles and implementation idea also in the higher education environment.

In terms of its relationship with constructivism, the Breaking Ranks Framework does correlate well with the constructivism learning theory. Constructivism teaches that learners construct their own knowledge through active engagement in the learning process. Learning is not just received or shaped but actually built by the learner through active participation in the learning experience.

The three key areas of collaborative leadership, personalizing the school environment; and curriculum, instruction, and assessment fit well with the view of constructivism. Collaborative leadership - working together with the learner's success as their main goal, can help students succeed by keeping students the focus of all that is decided in a collaborative fashion.

As for recommendations I would make based on the core areas of Breaking Ranks, I would recommend school leaders focus especially on the collaborative leadership aspect. It is important for the left hand to know what the right hand is doing. Often, it seems there can be almost an adversarial relationship between instructors and administration. If the focus stays on student success, instructors, leadership, and staff should be able to come together and keep the focus on the student, making sure that decisions are made in a collaborative fashion that help to ensure student success in an active and personalized learning environment.

Thank you for this opportunity to share, and I look forward to your feedback.

References

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly, 43-71.

Giesen, J. (n.d.). Constructivism: A Holistic Approach to Teaching and Learning. Retrieved from https://niu.edu/facdev/_pdf/constructivism.pdf

Sheninger, E. (2014). Digital Leadership: Changing Paradigms for Changing Times. London: Corwin.