Spartanburg Charter School

http://www.innovativeteacherproject.org/reggio/index.php 

The SCS curriculum will provide “best practices” instruction by offering a blend of traditionalist and constructivist philosophies, a dialectical constructivism.

The traditionalist, or exogenous constructivist, aspect of SCS expands upon the philosophies of Siegfried Engelmann and Jeanne Chall. SCS will incorporate a “model for teaching that emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined teaching tasks” (National Institute for Direct Instruction, n.d.).  Teachers at SCS will provide a high level of support, structure, and guidance for students while they learn concepts and skills.

The endogenous constructivism component espouses the belief that children are capable learners with many questions, ideas, feelings, and theories about their world views teachers and young children as partners in the learning process (Cadwell, 1997; Cadwell & Fyfe, 1996; Chaille & Britain, 1997; Edwards, Gandini, & Forman, 1999). This educational perspective emphasizes children's need for opportunities to ask their own questions, study their answers, and revise or modify their thinking. Curriculum subjects will be selected and studied deliberately, with time set aside for observation and discussion (Hughes, 2002).  

The Reggio Emilia approach is a successful example of the dialectical constructivist approach that SCS will emulate. Components include community and parental involvement, teachers as learners, the crucial role of the learning environment, projects as vehicles for scholarship, and the variety of languages children use to depict their understanding.