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Creating a Learning Community
Transcript of Creating a Learning Community
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
WHAT HAPPENS IN
YOUR CLASS TO ACTIVELY PROMOTE…
A Sense of
Can you better utilize the learning skills to establish individual and group expectations?
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
serves as a visual reminder of the standards and expectations that have been agreed upon by the group
An internal process of assimilating new information
A social process of discussion
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
addresses children’s basic needs
develops student voice, critical thinking and collaboration
The Physical Environment
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
of a rich learning social environment
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.
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
Teachers, rephrase and restate students’ contributions and help
progress the dialogue
Teachers facilitate the establishment of class norms through student dialogue
Classroom conversations become opportunities for practicing:
clarity and solid thinking
evidence, examples and justification
deeper contextual understanding
connecting learning to real world problem solving
Fun and powerful ways to develop your
class blogs and websites
penpals - skype-pals
Clean up the Capital
buddies - LOBO
Fund Raising Initiatives
And so many more.......
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
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?
Why do we group
What is the individual
gaining from the group
Readiness not ability
Teams or Groups?
Bring something, take something
What is the purpose?
What do students want?
How do we begin to create these conditions?
Build social skills?
WHAT DO YOU VALUE IN YOUR TEACHING?
HOW DO YOU SHARE THAT WITH YOUR STUDENTS?
SHARE SOMETHING YOU ARE PROUD OF
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?
On line survey
Letters to Next Year's
Students or Future Self
Memory Book or Museum
(Real or Virtual)
Class Awards Assembly
Create a Commercial
Promoting Your Class/School
Class jeopardy game
Show What You Know
Student led Lessons
Perform a reader’s theatre,
school rap, etc
Fine Arts Fair
Hero Wax Museum
What structures are in place in your classroom? School?
What formal or informal program would help your class?
How to Fill your Bucket
3 Minute Motivators