Presented by

Tan Sze Yee

Vishveen a/l Vasu
James Ngu Ming Zhi
 Traditional Teacher
The authority in class
Follow exactly the syllabus
Main source of knowledge
Prepare students to sit for
examinations
Opinions from students are not
encouraged
Discussions while completing tasks
are not allowed
Chalk and talk
21st Century Teacher
The facilitator in class
Not only syllabus, but skills, correct
ways of gaining information and ways
to select and use the information found
through different sources
Provide information
Prepare students for a global society
that is technologically advanced/ to
face challenges in life
Encourage students to voice out
Give students the opportunity to have
open discussions with classmates
Hands-on activities for students
 Traditional Learner 21st century Learner

Listener/ Receptor Participant/ Initiator

Paper and pencil driven Technology-enhanced learning

Compliant Problem solver

Isolated learning Collaborative learning

Afraid of asking questions/ The creator of questions and

answering questions take the initiative of looking for
answers
 Factors that cause students not to
understand what teachers teach ?
1.) Teachers lack of experience in teaching
- Use improper teaching method

2.) Lack of self desire to study or slothfulness

Some students are so lazy and sluggish to devote proper time to
their study

3.) Inappropriate teaching material

The content of the teaching material is beyond the students level

4.) Lack of study materials

Unavailability of study materials would definitely hinder students
understanding on particular topic
1. It is an innovative and inspiring approach
towards early childhood education.
2. It is not method. It is a specific approach to the
needs of the community.
3. Influenced by Vygotsky’s theory, which states
that children co-construct their theories and
knowledge through the relationship they build
with other people and surrounding environment.
1. It was originated in the town of Reggio Emilia in Italy.
2. Reggio Emilia is a prosperous town that boasts a strong
cultural heritage and historic architecture.
3. It was the first school which was established soon after
the world war.
4. It was built by the parents with their own hands.
5. Loris Malaguzzi, a young area teacher, dedicated his life
to the development of Reggio Emilia approach.
6. Loris termed the concept of “Rich Child”.
1. Education based on interrelationships.
2. The unique Reggio teacher.
3. The environment as the third teacher.
4. Long term projects as vehicle of learning.
5. The importance of documentation. Documentation as
communication.
6. Real life experiences.
7. The child as protagonist, collaborator, and
communicator.
8. The teacher as partner, nurturer, guide and researcher.
The image of
Expressive arts Progettazione
child

Community
Documentation and parent- Environment
school society

Teachers as
learners
1. They believe strongly in a child with unlimited potential
who is eager to interact with and contribute to the world.
2. They construct their own learning which they are capable
of.
3. This is the child who is driven by curiosity and
imagination.
4. Reggio Emilia approach even caterers to the children with
special needs which are included in all the levels of
mainstream education.
5. Reggio approach considers early infancy as a development
phase in which children demonstrate as extraordinary
curiosity about the world.

1.
1. Hundred languages of children.
It is a vehicle for learning.
2. They are encouraged to participate in varieties of
expressive art activities like sculpture, dramatic play,
shadow play, puppetry, painting, dancing, music, ceramic
constructions and writing.
3. They give importance for developing all the areas of
learning and not only focused on linguistic and logical.
4. Children are extremely expressive, sharing the feelings
and emotions. So the imagination plays a key role.
1. Child centered curriculum
2. Teachers observe closely, listen to them carefully, and
give value to their own ideas so the teacher can gain the
understanding of what interests’ children the most.
3. Topics are selected based on the children’s interest or
family or community.
4. Projects do not follow any rigid timetables.
5. They allow children to solve the problems themselves.
6. They develop love and trust between the adult and child
and children themselves.
1. Fundamental to the teacher’s role is the documentation of the
children’s learning process.
2. Observe, document and analyze the child’s learning journey.
3. They use variety of means in creating documentation including
audio and video recordings, photographs, drawings and written
notes.
4. Teacher’s understanding of the child’s capabilities and
possibilities.
5. Building a trusting relationship with the child and accompanying
and guiding them on the path of their learning by documenting
their learning processes and giving value to all the child’s
possibilities, the teacher creates a reciprocal relationship of
learning and teaching.
*Learn through making connections between things,
concepts and experiences, interacting with other
people and surrounding environment.
*Parent and community participation is one of the
important features.
*Creation of a reciprocal network of communication,
continuity in children’s lives, and participation by all
involved, feelings of ownership are the development of
strong links between the school and home.
*Comprehensive integration program which involves meetings
between parents, child and teacher. It takes place for a
period of one week and then it is reduced.
*Parents are directly involved in the observation and
documentation process.
*Parents interact with teachers and other parents.
*Parents and grandparents are encouraged to contribute to
the upkeep of the buildings and gardens by volunteering to
repair furniture, paint surfaces and equipment, etc.
1. Fundamental importance in considering the creation and
use of the physical space of the school.
2. Rather than separate spaces being used for separate
purposes, the schools are composed of a series of
connecting spaces that flow into one another.
3. Spaces must be conducive to research and autonomous
discovery. An enormous amount of attention and effort
goes into the design of furniture and organization of space
and materials to maximize the ease of use by the
children.
4. These schools are multi-sensory environments, and
materials can be displayed in many ways.
5. The outside environment is also an obvious source of
colour and texture and plants are widely used in the
classrooms as well as interior courtyards.
1. Teachers are encouraged to understand children’s
learning processes rather than acquiring skills and
knowledge that they then expected children to learn.
2. Research is a fundamental learning strategy for
children.
3. Teachers are seen as learners first and foremost