The following is a list of some of the benefits of a constructivist approach, broken down by specific area of learning: Thus, students continually integrate new knowledge into existing knowledge, thereby providing context and creating a personal "storage room" of resources that will be available for future problem-solving needs. Students must therefore exchange ideas and so must learn to "negotiate" with others and to evaluate their contributions in a socially acceptable manner.
Person centeredness begins with a fundamental belief that all people, no matter their distinctions or disability, come to us whole and complete.
It is an understanding that all people have real strengths and gifts that are of value, and are needed by the communities they live in. So it follows that we do not view people as broken and in need of fixing in order to be whole and to participate in their communities.
Each person is born ready to belong and to be fully included in their homes, schools, and communities with the appropriate person centered supports in place. In a deficit-based approach people are assessed and evaluated to identify deficiencies so that treatment plans can be developed based on that information.
People tend to be placed into services together according to like deficiencies and labels. Furthermore, it is often a fixed menu of services and supports that defines how those deficiencies are addressed. To be person centered means that you actively strive to acquire a deep understanding of each person.
Any support that a person needs can then be designed specifically around them in whatever way works best and leads toward the life each person envisions for him or herself. What is Person Centered Planning? Person Centered Planning involves various facilitated approaches to listen deeply to people.
It is most effective as a facilitated group planning event that is used to drive services and to inform day to day supports. This type of planning requires objective facilitation in an environment that is comfortable and welcoming for all participants.
The facilitator of this planning event strives to promote an equitable and accessible approach. The person the student who is the focus of the planning is present from start to finish with rare exceptions.
Person Centered Planning, used in schools, is a highly collaborative and respectful process that uses facilitated conversations and other methods to achieve a thorough understanding of who each student is.
This process includes discovering gifts and passions, identifying what is most important to each student, establishing what supports work best for each student, and expressing the shared visions that the student and their allies family, friends, and professionals have for the future. Working back from that vision, supporters can better understand how to build on existing strengths and interests of the student to develop more effective strategies to overcome barriers.
They can also design supports that are customized to the needs of each student, rather than select from a menu of the generic services available. This person centered approach results in decisions, goals, and outcomes that are more targeted, relevant, and specific to the student.
What is Person Centered Thinking? Person Centered Thinking is a term used to describe the day to day practical application of the same skills and tools used in formal Person Centered Planning. When supporters are guided by their knowledge and understanding of these learned skills, they listen more deeply and respectfully to each person they support and their allies in attendance.
This kind of thinking, when used in schools, enables student allies to make support decisions that are informed by the student and make possible the kind of action that results in students: These skills frame and guide the listening and responsive action that lead to the outcomes described above.
The PCAST project staff collaborate with students, family members, and school district staff throughout the State of New Jersey in exploring the use of person centered approaches through a variety of collaborative activities and practices to advocate for students with disabilities.
As part of the project, The Boggs Center provides expertise, direct demonstrations and additional learning opportunities to experience and practice PCAST during the critical process of planning for effective supports in schools and transition.
The PCAST project team also works closely with district staff as they plan and innovate specific strategies to achieve the vision each school has for itself and its students.
The primary objective of the PCAST project is to positively impact post-school outcomes for students with disabilities. Project activities encourage meaningful relationships between school staff and family members and promote successful collaboration that leads to targeted supports and individualized plans centered on students.
Through the PCAST process, students benefit from the practice of self-advocacy and self-determination skills and learn to play an integral part or even take the lead in their own transition planning. Students become more engaged and learn to participate in a process that determines goals and plans for their future and families learn more about adult service systems, which will lead to a more seamless transition to adult life for students with disabilities.
PCAST staff provide multi-year professional learning opportunities and coaching plans to schools that have been formally selected to become part of the project cohorts. A new cohort of school districts is selected annually. PCAST team members assist districts with a range of supports that include training, project planning facilitation, demonstration of Person Centered Planning methods and techniques, development of site-specific person centered tools, facilitator training, and more.
Participants will be provided tools and will learn fundamental skills, practices, and processes to implement person centered approaches in schools. Do you have any video resources that can help me understand the project better?cant amount of research describing the potential benefits of blended learning, the incorporation of multimedia, online discussions, and related technologies, there has been surprisingly little research done on the actual utilization of these.
In the student-centered classroom, teaching and assessment are connected because student learning is continuously measured during teacher instruction. Learn more about the different teaching styles that use a student-centered approach.
Students are always enthusiastic and demonstrate positive attitudes towards the student-centered learning environment.
The student-centered learning approach is constructivist in nature, it enables students to visualize a problem with multiple perspectives and allows them to participate in their own learning process. Decisions on whether to facilitate a formal Person Centered Planning session with a student should be based on the needs of that student and a decision as to whether a group planning approach is possible, given time and resources.
It looks like you've lost connection to our server. Please check your internet connection or reload this page. From ASCDExpress: "Four Audiences That Add Meaning to Writing Assignments" -- Article describing the benefits of students writing for a real audience; discusses four types of audiences.