A Constructivist Classroom
Constructivism as cornerstone at Aurora
A long list of educators from Socrates to Descartes and in the previous century by perhaps America's most famous educational philosopher, John Dewey, all expressed the promotion of introspection, understanding and active participation in community life as education's primary goal. Recently, researchers like Howard Gardner, with his theory of Multiple Intelligences has lent strong support to the Constructivist model of learning that sees the student-centered approach in designing and directing instruction to be the key to effective and useful learning.
The constructivist teacher knows that knowledge and understanding are acquired through active exploration. Instead of just listening, reading, and completing one-size-fits-all exercises, students in constructivist classrooms investigate, discuss, and question. Students are encouraged to follow their interests. Curriculum is designed around exploring the big ideas, not the small bits of information. The hungry young mind is always asking, What is the overall purpose? How does this fit in to my experience? How can I use this? The stimulating, student-centered constructivist classroom is based on an understanding of the natural learning process.
Each Aurora classroom has two teachers who understand the constructivist model and are encouraged to be independent and creative in responding to the needs of their independent and unique learners. In any classroom you will see small groups of students engaged in any number of active, social activities designed to encourage exploration, discussion, and ultimately thinking. Our attention to the interests and stimulation of the whole child continues beyond the classroom as we recognize the critical nature that art and music, the library and movement play in stimulating curiosity and self-expression.
The student-centered, constructivist approach is everywhere in the Aurora experience. Seemingly every day there are any number of multifaceted projects under construction in one or more classrooms: hatching butterflies, gardening, building science experiments, integrating art, science and writing across classrooms, working in teams and as families to find ways of self expression and appreciation for others. Anyone who has seen an Aurora classroom musical has witnessed an elegant fusion of skill building, individual and group creative expression, and social and emotional development.
In an Aurora classroom, more often than not, the teacher's answer will be, "What do you think?" It takes more time and usually leads to more questions. It also tells the student that she can be the one in charge of her learning. The teacher is showing support and encouraging independence; modeling how learners take charge of their own learning.
Constructivism in the Aurora experience is manifest in complex and dramatic projects as well as in countless subtle interactions in which a teacher supports each child's next steps-encouraging risks with an understanding that it is the journey and not the destination wherein lies the learning.
Excerpted from an article written by Bob Whitlow, educator and retired Head of Aurora School.
Related articles
Traditional vs. Progressive/Constructivist Classrooms 
A chart summarizing the differences.
Progressive vs Traditional: Reframing an old debate by James H Nehring, published in "Education Week" February 2006.