Anne Nordholm
Executive Director
An advocate for constructivist learning in education, she is a speaker and professional development provider on topics such as democratic learning environments, equitable assessment, cognition, and supporting the evolution of learners from dependent habits to independent/interdependent practices. Prior to directing GLCC, Dr. Nordholm was a small school development coach providing assistance to teams developing 42 new small high schools as part of the High School Redesign Initiative in Milwaukee funded by The Bill and Melinda Gates Foundation. She is a certified coach of Critical Friends Protocols, has served as faculty and project manager for institutions of higher education, has been a learning coordinator for a local school district and has taught at all grade levels, kindergarten – graduate/post-graduate. Her areas of continuing interest and study include democratic learning organizations, assessment, teacher education and credentials; project based learning and meaningful work/school partnerships. She has a PhD from Marquette University.
Board of Directors
( Consider the GLCC BOD or Committee)
Mitchell Olszewski
Marcia Jante
Ellen Shiflet
Kathleen End
Board Director
Educator at the Professional Learning Institute High School (PLI)
Constructivist learning develops well-rounded students who earn the whole spectrum of the traditional grades (A,B,C,D,U) but in a new way….
A: Develop Awe, Amazement, and Arguments about the world around you
B: Increase Boldness, Brilliance, and Belief in oneself
C: Demonstrate Courage, Charisma, and Character when trying new and challenging work
D: Enhance Determination, Dedication, and Discipline by seeing a project through
U: Expand Understanding, Uniqueness, and Utilization of skills and talents
I am excited to see the GLCC continue to increase awareness of current constructivist practices by providing opportunities for students of all ages to both learn and share about constructivism. The conversations and reflections we have about what we do, and how we do it, are powerful steps needed to continually improve. The GLCC strives to provide a platform for dialogue to help teachers make school a place where students learn to help themselves.