Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Creating a Learning Community

No description
by

Robert Zavitz

on 7 September 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Creating a Learning Community

Creating A Community of Learners
A classroom community intentionally
A teacher can develop a Positive and Constructive Learning Community through an Intentional blending of Classroom Management, Physical Design and Instructional Methods
Our Goals Today

We will reflect on our classroom communities
Consider and share ways to create some optimal conditions for a rich learning community
QUESTION -
WHAT HAPPENS IN
YOUR CLASS TO ACTIVELY PROMOTE…
A Sense of
Belonging
Self Esteem
Respectful
Interaction
Responsibility
Cooperation
and
Collaboration
High
Expectations
Problem
Solving
Can you better utilize the learning skills to establish individual and group expectations?
Looks Like
Sounds Like
Feels Like
Y CHARTS
Student voice is respected and encouraged in the development of classroom procedures.
This allows students to take ownership in establishing how the class will function as a community.
Practicing these procedures through teacher modelling and student demonstration formalizes and familiarizes the expectations.
includes student input in developing the procedures of the classroom
Use Meetings to Build a Sense of Community

Students engage in group discussions on interesting topics

Teachers model and actively teach communication skills

 - speak - solve problems

- listen - contribute to the group

Classroom meetings contribute to further developing Student Voice and Social skills directly tied to academic success

Meetings can become a part of the regular classroom routine
-beginning
-transitions
-end
serves as a visual reminder of the standards and expectations that have been agreed upon by the group
Y-Chart
The
Social Environment
and Learning
Learning is...
An internal process of assimilating new information
A social process of discussion
and negotiation.
AND
Meetings can be called any time a situation needs to be addressed or discussed immediately
Meetings should be brief and purposeful
fosters social and academic competence
teaches values
promotes resilience
addresses children’s basic needs
develops student voice, critical thinking and collaboration
The Physical Environment
QUESTION...
How does the physical set up of your class create an optimal social learning space?
Purposefully designing the learning environment fosters the development of:

independent and rigorous thought
discovery and reflection
dialogue and the sharing of ideas
Instructional materials organized in such a way as to provide easy selection and access for all students
A large gathering space for whole-group work, discussions and presentations, located near whiteboards, easels and/or projector screens.
Flexible and reconfigurable space for small-group collaborative work and inquiry
Active areas for inquiry, investigation and wonder and quiet areas for thinking and exploring
Key components
of a rich learning social environment
ORGANIZATION
SELF
REGULATION
INDEPENDENT
WORK
COLLABORATION
INITIATIVE
Explicit instruction?
Practice using the Y Chart
listen carefully to what others are saying
share strategies and ideas
take turns and participate
respond with respect and with interest (ask a question, make a suggestion or rephrasing to clarify).
disagree with respect and provide reasons for not being in agreement.
focus comments and questions on the learning, not the person.
COLLABORATION AND
STUDENT DIALOGUE
A collaborative classroom structure needs to be intentionally established
These interactions should lead to building deeper personal understanding by recognizing the thinking and reasoning of others.
Students take responsibility for their learning and the learning of their classmates through positive interactions.
When students engage in meaningful dialogue, they develop critical thought

Students learn to talk back and forth with each other, not just in response to teacher prompts.
Through Dialogue Students
clarify
articulate
justify
synthesize
question
respond

Teachers, rephrase and restate students’ contributions and help
progress the dialogue
Teachers facilitate the establishment of class norms through student dialogue
And finally......
Classroom conversations become opportunities for practicing:

clarity and solid thinking
complete accounts
different perspectives
multiple viewpoints
interpretation
evidence, examples and justification
deeper contextual understanding
resiliency
connecting learning to real world problem solving
Fun and powerful ways to develop your
classroom community

class blogs and websites
penpals - skype-pals
Environmental initiatives
Clean up the Capital
Ottawa Marathon
class pet
buddies - LOBO
Fund Raising Initiatives
candygrams
food/penny drives
Spirit Days
And so many more.......
thanks
We have come to build the most important thing in the world today, perhaps the most important thing ever. It connects us. It widens us. It deepens who we are. We don't know what it is, or what it will be in the future, but we do know it has made us better so far.
Our dream is to enlarge it so that all the people of the world can join us and share the good in it while ameliorating the bad. This thing we are working on has no borders and - as far as we can see - no end. If everyone can join it, with equal access and no undue ownership, the world will be a much better place.
Something to keep in mind...
and one more thing from
WIRED magazine...
The focus shifts from the answer as being the point of the discussion to processes and strategies that deepen conceptual understanding.
So ... where do we start?
QUESTION...
Why do we group
students?
What is the individual
gaining from the group
experience?
Think about
Intentional grouping
Readiness not ability
Flexibility
Teams or Groups?
Bring something, take something
What is the purpose?
RESPONSIBILITY
What do students want?
How do we begin to create these conditions?
Build social skills?
Increase collaboration?
WHAT DO YOU VALUE IN YOUR TEACHING?
HOW DO YOU SHARE THAT WITH YOUR STUDENTS?
SHARE SOMETHING YOU ARE PROUD OF
Relationships
Relevance
Time
Timing
Choice
Authenticity
Challenge
Application
Play
Practice
What do you value in your classroom?

How do you demonstrate that to your students?

What are you most proud of?
What conversations might you need to have with your class?
What is happening?
Why is it happening?
What can we do?
Think about your class...

What is working? What can improve?

How can I get help?

People? Resources?
Almost there...

What next....
FUN FINISHERS
Class Evaluations
On line survey
Letters to Next Year's
Students or Future Self
Class Scrapbook,
Memory Book or Museum
(Real or Virtual)
Class Awards Assembly
Class Auction
Create a Commercial
Promoting Your Class/School
Class jeopardy game
Student categories
and questions
Show What You Know
Student led Lessons
and Activities
Perform a reader’s theatre,
school rap, etc
Health, Science,
Social Studies,
Fine Arts Fair
Hero Wax Museum
What structures are in place in your classroom? School?
What formal or informal program would help your class?
Accountable Talk
How to Fill your Bucket
Growth Mindset
Mindfulness Training
3 Minute Motivators
Full transcript