Issue #5 • Fall 2009
NE WS
WHO WE ARE
The mission of The Great Lakes
Constructivist Consortium is to advocate
for learner-centered environments that are
experiential, equitable, and ecological.
Editors
Susan Ballje Anne Nordholm
2 0 0 9 –2 010 B o a r d o f D i r e c t o r s
Kathleen End, Milwaukee Learning
Laboratory and Institute
Theresa Erbe, Professional Learning Institute
Shane Krukowski, Project Based
Learning Systems, LLC
Corey Thompson, Cardinal Stritch University
Susan Ballje, GLCC
Anne Nordholm, GLCC
Advisor y Board
Mary Hicks, Boundless Readers, Chicago, IL
Madeleine Lubar, Milwaukee, WI
MANUSCRIP T SUBMISSIONS
All GLCC members are invited to submit articles to be
included in upcoming GLCC Newsletter issues. Students
are especially encouraged to submit articles, essays,
poetry, etc. Fully edited submissions (of no more than
500 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 submissions
that 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)
CONTAC T GLCC
2217 S. Kinnickinnic Ave.
Milwaukee, WI 53207
414.294-3939
http://www.greatlakescc.org
C ON S T RUC T IVI S T C ON SOR T IUM
In this issue…
The Great Lakes Constructivist Consor-
tium is in its second year as a not-for
profit entity. Last year was filled with
lots of learning and growing; connecting
and disconnecting. GLCC still believes
that humane schools are defined by
1) democratic learning environments;
2) constructivist assessment practices;
3) ongoing orientation procedures; and
4) extensive community partnerships.
In the fall issue the focus is on demo-
cratic learning environments, because,
while most people would agree with
democracy as an idea, there seems
to be very little agreement as to what
that actually looks, sounds, and feels
like. Even more challenging is how to
get an entire educational community to
embrace those principles consistently
and flexibly.
Susan Ballje begins the issue with a
reminder about Community Building as
central to our work as educators. GLCC
is renewing its commitment to clarity,
and so the GLCC mission description is
included.
Following the manifesto, there is a more
practical piece for those allergic to
abstractions. It is text from an interview
with Tanya Arentsen, who participated
in the summer graduate course, The
Essentials of Project Based Learning.
The course was one of the most exciting
and challenging accomplishments of
GLCC’s short organizational life. It pro-
“DEMOCRACY BECOMES A HABIT
AS WE GO BACK AND FORTH
BETWEEN LIVING IT AND
STUDYING IT, OVER AND OVER.”
— DEBORAH MEIER
vided much guidance, and informed the
strategic vision crafted for the current
year and included in this issue for your
review.
The last essay, by Anne Nordholm, is a
continuing effort to help explain why con-
structivism is an important framework
for learning environments. Paulo Freire
is one of the philosophical contributors
to the GLCC work. Future newsletters
will provide a glimpse at other thinkers/
educators who have helped to shape
this work.
You will also find in this issue the usual
requests for support and the list of pro-
gram opportunities in the ongoing quest
for experiential, equitable, and ecologi-
cal learning.
As can be expected GLCC is always
working with change. The website is
undergoing some major adjustments,
and soon this newsletter and zillions of
other resources will be made available
to you digitally.
Great Lakes Constructivist Consortium News
“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?”
— Thom Garfat of Quebec, Canada, Building Bridges in Youth and Child Care Conference
Why Ensure “Democratic Learning
Communities” in Education?
BY SUSAN BALL JE
M uch has been written and
more is being spoken about
the importance of positive school
climates, but what is known about
the kind of environment that is
particularly helpful to youth and
contributes to their learning? Within
the first month of life, it is apparent
that humans attempt to master their
environments. Arms reach, fingers
grasp, legs kick in search of mean-
ing and connection. Later, before
stepping into a classroom, most
children continue the innate search
of what’s in his/her world by acquir-
ing language, playing with objects,
and relating to others. But something
tragic often happens to the minds
of many children who are eager to
achieve. Oftentimes in schools, where
the quest is supposed to be nourished
and expanded, learning is confined
and controlled. Schools can be poor
facilitators when the environment
interrupts the natural flow of learn-
ing, fragments into subject areas, and
substitutes punitive consequences for
self-responsibility and active curiosity.
Learning in a democratic environment
allows it’s citizens the opportunity to
become competent, to be engaged,
and to be interested in achieving
more. Citizens who experience being
a part of community want to master
challenges and become involved in
making contributions to improve their
world. With a supportive environ-
ment, youth increases mental cogni-
2
tion, develops more skills and feels
pleasure, which fuels motivation.
Children as well as adults build on
successes and develop relationships
that contribute to furthering an
intergenerational democracy. However
within a dominating environment,
youth is kept dependent by being
told what to do, how it is to be done
and are rewarded for obedience and
conformity. Youth who have learned
to expect isolation and failure seek
to escape embarrassment by working
hard at avoiding work.
If children do not experience democ-
racy in their youth, how prepared will
they be as adults to contribute talent,
engage in community change, involve
the underrepresented, and take
responsibility for their own actions?
Within our schools we need to address
the “us and them” syndrome and learn
how to be together in community.
Traditional schooling presumes that
“The 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
learning requires carefully planned,
logical step-by-step lessons delivered
by adults to obedient orderly stu-
dents in classrooms. When youth feel
marginalized they cannot contribute.
It may not matter if the contribution
is toward their own achievement or
working together for accomplishing a
common goal. So it’s critical to have
adults who will be modeling how
democracy works and actively engage
youth in experiencing “we”. GLCC
believes in creating democratic envi-
ronments by:
. Participating in structures that
encourage the inclusion of all voices
and provide opportunities for shared
leadership and collaborative inquiry.
. Building communities grounded
in trust and equity since constructiv-
ist learning encourages learners (staff
and students) to take risks and tolerate
ambiguity.
. Advocating community members
be proficient with socio-cultural
influences that have an impact on
educationally relevant variables, such
as motivation, orientation towards
learning, and ways of thinking.
GLCC will engage in a commu-
nity conversation about Democratic
Learning Environments on Oct. st
from –: pm at First Thursday.
Please RSVP!

What Is Great Lakes
Constructivist Consortium (GLCC)?
The GLCC advocates for learner-
centered environments that
are experiential, equitable, and
ecological.
» Learning Is Experiential! Learning
happens in the experience and learn-
ers take time to reflect on their learning
experiences individually and in com-
munity because, as meaning makers,
humans seek to organize and generalize
their knowledge.
Essentials of Project Based Learning
BY SUSAN BALL JE AND ANNE NORDHOLM
This summer, seven
staff from three small
high schools (Inland Seas, Milwaukee Learn-
ing Lab & Institute, Professional Learning
Institute) along with seventeen students from
those schools participated in The Essentials
of Project-Based Learning, a six-week course
very different from typical summer school. The
course was designed as a constructivist pro-
cess for teachers who are working in learning
environments that are experiential, equitable,
and ecological. The course was structured
in real time with real high school students
Issue #5 • Fall 2009
» Learning Is Equitable! Learning cating their learning within their school
goals are made clear and apply to each community and the community at large.
and every student, while the means
» Learning Is Ecological! Learning
to these goals may vary as students
expands beyond the classroom into the
themselves vary. Learners are provided
needs and opportunities of the com-
sufficient time within a carefully struc-
munity because learning with and within
tured, trusting environment to tap into
the community is essential to the devel-
prior knowledge. Learners are provided
opment of full participating citizens.
multiple opportunities to apply, master,
Patterns of reality and new knowledge
and articulate their learning by defend-
are integrated while paradoxes and
ing, proving, justifying, and communi-
contradictions purposely explored.
Project-based learning balances
novelty and ritual; fun and focus.
seeking academic credit using project-based
Q Building Democratic Learning
learning as the vehicle. All coursework and
Environments is important in order
projects were tracked using Project Foundry,
to provide a safe and inspiring
a web-based project management tool. Ballje
place for designing, implementing,
and Nordholm facilitated accountability
and presenting student products
requirements for the graduate-level credit
and outcomes. What do you believe
from Cardinal Stritch University that was
contributed to creating a demo-
offered to the teacher-participants.
cratic learning environment during
Here are some comments from Tanya the course?
Arentsen, Theresa Erbe (Professional Learning
TA I believe that the democratic learning
Institute), and Michael Wridt (Inland Seas
environment was created by the implementa-
School of Expeditionary Learning) three of the
graduate-course participants: CONTINUED ON NEXT PAGE
3
Great Lakes Constructivist Consortium News
tion of circle. We also let the students take
control of the learning and let the rubrics drive
the next steps in the process. It leveled the
playing field so that it wasn’t the teachers in
charge of the students, but rather the students
were in charge and the teachers were guiding.
I believe that finding a way to communicate the
importance of everyone’s presence during the
course is important.
TE There were continually opportunities
for the students to share concerns or make
suggestions either in advisory, in the Parking
Lot, or because they felt comfortable with the
staff. The staff had time every morning and
afternoon to collaborate. With all of these
opportunities, the sharing of everyone’s ideas
was very natural.
MW To create a democratic learning envi-
ronment it is very important to be able to com-
municate. Using several tools such as Zones
of Communication and Circle helped frame
a democratic environment where everyone’s
voice was able to be heard. I think we need to
be more proactive in demonstrating and mod-
eling the use of democratic conversation.
Q A lot of time was spent in “Circle”
working on creating relationships
and building community. How would
you describe “Circle Work” to some-
one who has never experienced it?
TA Circle work is a time when everyone sits in
a way so that everyone can see each other and
it comes with a set of norms/understandings
that only one person speaks at a time and no
interrupting. It is a time to discuss issues that
affect the whole community so that there is
ownership of the issue by all in the circle.
TE Three things that I believe are essential
to running a smooth and productive circle: (1)
making sure that the norms of the group are
followed; (2) the adults coming in and model-
ing a positive attitude and openness to every-
one’s ideas; and (3) every single person that
is present is participating in the circle. Circle
work is a time for individuals to look each other
in the eye and come to a common ground. It is
4
a time for people to truly listen and get to know
one another. It is a place where trust can be
built. It is also a place where individuals can
begin to build confidence in their abilities to
contribute to the larger community.
MW Circle work is the foundation for devel-
oping a productive constructivist learning com-
munity. Successful circles are enhanced when
groups (1) stay true to the circle and always use
it; (2) develop circle norms and expectations;
and (3) use democratic conversation.
Q Defining the Whole Project Pro-
cess was a major emphasis of the
course. What were some of the best
practices for supporting student
skills with projects?
TA Focusing on the essential question rubric
and providing the proposal and resources
workshops and the resources rubric that
taught students how to use primary docu-
ments and how to find those documents.
TE Two best practices for effective project
based learning were: having multiple advisors
available to guide and support each student,
and allowing students to take charge and
ask the questions that would help them move
forward. I think in the beginning staff needed
to work more to ensure that they knew how to
ask the right questions that would ensure that
they were not taking ownership for the work or
leading students down a path that they did not
want to go with their work.
Having mini-lessons based on what student’s
said they needed was most helpful. (Example:
The mini-lesson on finding reliable resources.)
What was missing was an established process
to ensure that students were documenting the
research that they were doing into a usable
format.
Having students use Project Foundry for their
Identity project allowed them a little “hands
on” experience with the program in a low risk
way. It is always difficult if the staff is not as
comfortable with a program and then has to
guide students on how to use it.
Q Assessment via the use of
rubrics was found, in general, to be
very helpful for student success. In
particular what practices seemed
most successful?
TA Advisors constantly referring to them and
bringing them up. Some students were satis-
fied with not completing a certain aspect of a
rubric — supporting students to value quality
attention to detail would be a great way to
build their sense of motivation to be the best
they can be.
TE I think that once staff had the discussion
about what would be considered quality and
rigorous, it became clear that not everyone
was on the same page. I think that seeing
other student presentations at the end helped
students gain an even better idea of what the
possibilities could have been for the work that
they had done.
Having all of the staff members meet individu-
ally with students to see what work they had
and then engaging in conversations about how
that work was related to the rubrics helped the
students gain focus about what the rubrics
meant and how they could be used to guide
their work. Having students assess themselves
and their peers using the rubrics was very pow-
erful. Having examples of what work at each
level of the rubric would look like, would help
students get an even better understanding.
Q Regarding project outcomes
presentations, what seemed to help
students the most?
TA We had students practice the presenta-
tion for their grade before presenting to oth-
ers. We did present for the identity projects,
but I think more time should be provided to
support presenting — even if it is, every week
students present what has been completed
to date to their advisory or a small group.
Students could be evaluated and provided
feedback during their practice sessions using
the final product rubrics so the presenter
knows where they are in terms of progress
toward finishing.

MW What helped
students develop
presentation skills
was practicing with peers and the
adults. What was missing that could have
helped students develop these skills was
adequate time. Projects were not completed
in a timely fashion and this did not provide
us enough time to provide mini-workshops
on presentations or the real practice
opportunities in front of large groups.
Q What are some ideas for connect-
ing student projects to community
projects/resources?
TA This is a scary thing to do if you have never
done it. I would like to see field trips in future
courses in which we go to the library for a day,
and have a role play of how to interview, a role
play of how to investigate for information, etc.
TE Students overall do not feel confident or
comfortable when encouraged to seek outside
support with project research or work. I get
a feeling at times from different community
members that they are also not as comfortable
working with high school-age students. I think
that the more we build students confidence
and continue to engage with the community
the students will be able to access more
Issue #5 • Fall 2009
Flexible learner groupings is typical of
project-based and democratic learning
environments.
resources and the Q What suggestions would you
results will be higher quality work. make to improve the summer
course, Essentials of Project-Based
Learning?
Q What was the most positive
aspect of the pbl course? TE I think the conversations around quality
and rigor need to happen sooner so that in the
TE The ability to engage in continuous risky
end the students are more engaged in those
conversations with students and staff about
conversations.
the whole process which resulted in higher
learning by all. MW I think the flow of the course was right
on track. I think one thing that could have
MW I think the most positive aspect was
helped from a timing perspective is having
realizing the fine line between teaching and
a better understanding of the level of PBL
facilitating learning and how easy it is to step
each student has prior to the beginning of
over the line in both directions. As teachers
the course. This way we could developed mini
we are trained to provide information. As
workshops for students based on their experi-
constructivist educators we facilitate student
ence level. Based on the levels I saw this sum-
learning driven by student interests. As a
mer I could see how mini workshops in Project
facilitator, when you see a student struggling
Foundry, and project development would have
it is very easy to just provide the information
benefitted some of the students early on in the
the student is struggling with. However, this
course. Whereas, those that had this experi-
deters from the students learning. One must
ence already could have benefitted from mini
always remember that the struggles are good
workshops on essential question and research
things and students will get to the information
skills earlier than they experienced them dur-
they are looking for. It is up to us as facilita-
ing the summer.
tors to guide the students with questions and
resources to find that information.
5
Great Lakes Constructivist Consortium News
BY ANNE NORDHOLM
What Is Constructivism?
T he use of “constructivism” may
seem like part of a conspiracy
to confuse, but the choice to use that
term is a deliberate attempt to inter-
rupt the status quo of the banking
concept in education. The “banking
concept” is attributed to Paulo Freire,
a Brazilian educator, philosopher, and
activist whose work contributes to the
GLCC understanding and practice of
constructivism.
Freire was born in  in Brazil. His
experiences with poverty during the
Great Depression shaped his con-
cerns for the poor and contributed to
his particular educational viewpoint.
In , he was appointed director of
the Department of Cultural Exten-
sion of Recife University, and in
 he had the first opportunity for
significant application of his theo-
ries, when  sugarcane workers
were taught to read and write in just
 days. In response to this experi-
ment, the Brazilian government
approved the creation of thousands
of cultural circles across the country.
In , a military coup put an end
to that effort. Freire was imprisoned
as a traitor for  days. After a brief
exile in Bolivia, Freire worked in
Chile, Harvard University in Mas-
sachusetts, Geneva, Switzerland
and in former Portuguese colonies
in Africa. In , he was able to
return to Brazil, and moved back in
. Freire died May , . http://
en.wikipedia.org/wiki/Paulo_Freire
The following abbreviated excerpts are
from Freire’s  book, The Pedagogy
of the Oppressed, in which he discusses
his famous notion of the “banking”
concept of education.
[T]he teacher issues communiqués
and makes deposits, which the
6
students patiently receive, memorize,
and repeat. This is the “banking”
concept of education, in which the
scope of action allowed to the stu-
dents extends only as far as receiving,
filing, and storing deposits. They do,
it is true, have the opportunity to
“Education
either functions as an instrument
which is used to facilitate integra-
tion of the younger generation into
the logic of the present system and
BRING ABOUT CONFORMITY
or
it becomes the PRACTICE OF
FREEDOM , the means by which
men and women deal critically
and creatively with reality and
discover how to participate in the
transformation of their world.”
— Paulo Freire,
Pedagogy of the Oppressed
become collectors or cataloguers of
the things they store. But in the last
analysis, it is [learners] themselves
who are filed away through the lack
of creativity, transformation, and
knowledge in this (at best) misguided
system. … Apart from inquiry, apart
from praxis, [learners] cannot be
truly human. Knowledge emerges
only through invention and re-inven-
tion, through the restless, impatient
continuing, hopeful inquiry [leaners]
pursue in the world, with the world,
and with each other. p. 
Those who use the banking approach,
knowingly or unknowingly…fail to
perceive that the deposits themselves
contain contradictions about reality.
… But, sooner or later, these contra-
dictions may lead formerly passive
students to turn against their domes-
tication and the attempt to domes-
ticate reality. They may discover
through existential experience that
their present way of life is irreconcil-
able with the vocation to become fully
human. They may perceive through
their relations with reality that real-
ity is really a process, undergoing
constant transformation. p. 
Implicit in the banking concept
is the assumption of a dichotomy
between [humans] and the world:
[a human] is merely in the world,
not with the world or with others; [a
human] is spectator, not re-creator.
In this view, [a human] is not a
conscious being; [s/he] is rather the
possessor of a consciousness; an
empty “mind” passively open to the
reception of deposits of reality from
the world outside. p. 
… Verbalistic lessons, reading
assignments, the methods for
evaluating “knowledge,” the distance
between the teacher and the taught,
the criteria for promotion: every-
thing in the ready-to-wear approach
serves to obviate thinking. p. 
The GLCC is an organization, but
more than that, it is a movement
intending to generate civil discourse
about educational possibilities; to help
reconcile the current contradictions
between being human and being a
learner, and to disrupt the “banking “
concept of education.
Please join us.

GLCC Strategic
Goals for 2009–10
A t the last GLCC Board meeting, September , the
following strategic shared vision for – was
developed:
. Focus on GLCC financial sustainability/resource develop-
ment for a future that emanates from a clear and consistent
GLCC reputation in the community.
. Create the next, best iteration of the May GLCC show-
case, the Many Faces of Constructivism with a strong
emphasis on community involvement.
. Develop a clear menu of services with an emphasis on
constructivist professional development and certification for
pre- and in-service teachers, leaders, and paraprofessionals.
H OW C A N YO U PA R T I C I PAT E ?
In the context of what GLCC envisions, you are invited to
become aware of what you want for yourself, what current
reality you see, and what you feel called to contribute. Com-
municate with us via the website, e-mail or GLCC events
like First Thursdays, to share your ideas or volunteer to serve
on one of the committees related to the strategic goals
listed above.
Team learning is a skill that we help our students to master
as well as one we are required to perform daily as we work
with our colleagues. If you are a master already or want to
learn more about this ability, volunteer to serve on one of
the committees related to the strategic goals listed above.
Most people recognize that coordinated efforts and multiple
perspectives help craft strategies that will more successfully
realize a vision. You can share your talents or develop this skill
or contribute funds to provide technical support as we pursue
GLCC goals within (rather than against) systemic structures
that surround us. You can volunteer to serve on one of the
committees related to the strategic goals listed above.
Helping the GLCC close the gap between current reality
and its vision depends on our ability to surface the assump-
tions that people have about school, learning, and organiza-
tional life that impede the possibilities for which we stand.
Hey! Here’s an idea — volunteer to serve on one of the
committees related to the strategic goals listed above.
For more information contact Anne Nordholm at
anne.nordholm@bastantemilwaukee.com.
Issue #5 • Fall 2009
• F I R S T T H U R S DAY S •
An opportunity to learn from and network with like-minded colleagues
aspiring to generate constructivist schools that students, families,
and educators deserve.
5:00 - 5:30 pm - Supper/Networking
5:30 - 7:30 Program
Location: GLCC Office
GLCC
EVENTS
2217 S. Kinnickinnic Ave.
Milwaukee, WI 53207
(Reservations are required due to limited seating. Please contact
susanballje@bastantemilwaukee.com)
T H U R S DAY, O C T O B E R 1 , 2 0 0 9
Democratic Learning Environments
• Why do democratic environments support constructivist
practitioners?
• How can learning communities encourage the inclusion of
all voices and use of collaboration?
• What helps people stay engaged in community-building
processes?
T H U R S DAY, N OV E M B E R 5 , 2 0 0 9
Adolescent Development (Guest Facilitator: Sue McKenzie,
INHealth)
• Why is knowledge about the individual student vital to
constructivist practices?
• How does understanding the adolescent support and facili-
tate building a democratic learning community?
• What practices hinder and what practices strengthen stu-
dent engagement and motivation
T H U R S DAY, D E C E M B E R 3 , 2 0 0 9
Re-Orientation Procedures
• Why do constructivist-learning communities continually
refocus on learner engagement?
• How do adults maintain the level of commitment that sup-
ports interdependent learning?
• What keeps the community motivated and challenged?
• OTHER EVENTS •
N OV E M B E R 6 , 2 0 0 9
Wisconsin Charter Schools Association is having the second
Annual Charter School Awards Gala. Once again, it will be at
the famous Turner Hall in Milwaukee. Of course, there will be
great food and drink — and a wonderful band. However, this year
they’re kicking it up a notch with a red carpet, interviews, and
photographs, all to introduce the brand new Charter Schools
short film. (http://www.wicharterschools.org)
M AY 2 0 , 2 01 0
Many Faces of Constructivism Showcase
7
 Issue #5 • Fall 2009

Member/Sponsor Form
Y E S!
BENEFITS OF MEMBERSHIP
I’d like to join the Great Lakes Constructivist Consortium.
» GLCC Newsletter
» First Thursdays: A forum provided by

NAME (PLEASE PRINT)

the Great Lakes Constructivist Con-
sortium where colleagues and allies

ADDRESS
talk and strategize about issues that
charter schools are confronting. (See

CITY STATE ZIP

Calendar of Events.) First Thursday
events are reserved for GLCC mem-

PHONE EMAIL
bers. Guests of members are limited
to one event annually. After one free

SCHOOL
event, membership fees will apply.
» Networking/partnerships with like-
Individual Annual Membership — $25 minded educators across the Great
GLCC Sponsor $ Lakes region.

Mail this form, along with your check to: SPONSORS

Great Lakes Constructivist Consortium Sponsors will be noted in future newslet-
2217 S. Kinnickinnic Ave. ters and in the program for the May 2010
Milwaukee, WI 53207 Many Faces of Constructivism Showcase.

Checks are made payable to the Great Lakes Constructivist Consortium, a not-for profit organization.

Milwaukee, WI 53207
2217 S. Kinnickinnic Ave.
GREAT LAKES CONSTRUCTIVIST CONSORTIUM