Building Communities in Classrooms
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The document discusses the importance and benefits of fostering classroom communities. It states that a classroom community seeks to meet students' needs to feel competent, connected, and autonomous. Students in a supportive community environment have opportunities to think about, discuss, and act on human values while gaining empathy and understanding of others. The benefits of a strong classroom community include cooperative relationships that aid moral development, clearer thinking through multiple perspectives, and learning from peers.
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Building Communities in Classrooms
A classroom community seeks to meet each student's need to feel competent, connected to others, and autonomous. Students have opportunities to think about, discuss, and act on human values, while gaining experiences that promote empathy and understanding of others. Cooperative relationships are key to moral development, and a supportive environment is necessary for children to grow intellectually and emotionally. The benefits of a classroom community include clearer thinking and gaining multiple perspectives.
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This document discusses the relationship between society, social stratification, and education. It begins by explaining how social stratification, or social class, is influenced by family income and affects students' educational opportunities and career choices. It then examines several sociological theories of how social stratification develops in a society, such as Marx's economic power theory and Weber's emphasis on status and power. The document also explores the effects of social class on education, such as differences in rural vs urban schooling. Finally, it outlines two major sociological perspectives on education - consensus theory focusing on shared values and conflict theory emphasizing power struggles - and describes four pillars of learning.
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- Rousseau's philosophy views education as a process of self-cultivation rather than merely accumulating knowledge, to develop the whole person. This self-cultivation starts from understanding oneself and one's limits and possibilities.
- In Emile, Rousseau outlines education through five books, narrating the story of Emile's education and advancement towards perfection by passing through stages of human development.
- Education aims to develop morally competent and socially responsible individuals by helping them discipline their passions and identify their own good with the general good of society. It brings individuals to their core being through confronting feelings and desires to effect constructive changes in society.
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This document discusses democratic education and provides information about several alternative school models that take democratic approaches. It directs the reader to research two models - A.S. Neill's Summerhill School, Sudbury Valley School, the Hallway Project, or Waldorf education in charter schools. For each, the reader is prompted to consider lessons the model could offer public education and how its values could be adapted. The document concludes by having the reader share what they've learned on an online discussion board, commenting on the schools they researched and ways students could be given more freedom in public schools.
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Social Learning is the informal learning that takes place fluidly in social spaces, and I argue these to be in face to face communities as well as online. They are spaces where we expand our learning networks, finding things out on the fly to fit in a timely and relevant fashion with what we need to know as we need it. It’s geo-located, culturally contextualised needs based learning.
Learn as you use, use as you learn.
This isn’t new. Being from a farming family with generations of farmers behind me, stretching back to when Vikings bred their sheep on the Lakes district fells, I know first-hand that this kind of community learning is, literally, as old as the hills. I have grown up in New Zealand around marae*-based learning which again is community focused. We still have a lot to learn from our heritage as learners. Coming from these communities, being an autonomous learner is something culturally embedded.
I am currently working with a group of teachers on a CLIL preparation project. We are preparing ourselves to activate CLIL in our local school at primary level. The beauty of CLIL is that it isn’t prescribed. A CLIL framework is built from the ground up, contextualised timely and relevant to the school community that chooses to engage the methodology.
I was all excited about getting of teachers involved with co-curating our learning. Then I hit a snag.
A key ingredient for this to work is to be working alongside agile, autonomous learners. I set up an Edmodo classroom for my learners. Three weeks later only one had signed up. The space remained a conversation with myself.
How to overcome inertia and activate change in learners?
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Building Communities in Classrooms
A classroom community seeks to meet each student's need to feel competent, connected to others, and autonomous. Students have opportunities to think about, discuss, and act on human values, while gaining experiences that promote empathy and understanding of others. Cooperative relationships are key to moral development, and a supportive environment is necessary for children to grow intellectually and emotionally. The benefits of a classroom community include clearer thinking and gaining multiple perspectives.
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This document discusses the relationship between society, social stratification, and education. It begins by explaining how social stratification, or social class, is influenced by family income and affects students' educational opportunities and career choices. It then examines several sociological theories of how social stratification develops in a society, such as Marx's economic power theory and Weber's emphasis on status and power. The document also explores the effects of social class on education, such as differences in rural vs urban schooling. Finally, it outlines two major sociological perspectives on education - consensus theory focusing on shared values and conflict theory emphasizing power struggles - and describes four pillars of learning.
Inclusive education in jean
- Rousseau's philosophy views education as a process of self-cultivation rather than merely accumulating knowledge, to develop the whole person. This self-cultivation starts from understanding oneself and one's limits and possibilities.
- In Emile, Rousseau outlines education through five books, narrating the story of Emile's education and advancement towards perfection by passing through stages of human development.
- Education aims to develop morally competent and socially responsible individuals by helping them discipline their passions and identify their own good with the general good of society. It brings individuals to their core being through confronting feelings and desires to effect constructive changes in society.
DeWeese Democratic Education
This document discusses democratic education and provides information about several alternative school models that take democratic approaches. It directs the reader to research two models - A.S. Neill's Summerhill School, Sudbury Valley School, the Hallway Project, or Waldorf education in charter schools. For each, the reader is prompted to consider lessons the model could offer public education and how its values could be adapted. The document concludes by having the reader share what they've learned on an online discussion board, commenting on the schools they researched and ways students could be given more freedom in public schools.
Session at InnovateELT2016, Barcelona
Overcoming inertia: Activating a community plugin isn’t as simple as ticking a box.
Social Learning is the informal learning that takes place fluidly in social spaces, and I argue these to be in face to face communities as well as online. They are spaces where we expand our learning networks, finding things out on the fly to fit in a timely and relevant fashion with what we need to know as we need it. It’s geo-located, culturally contextualised needs based learning.
Learn as you use, use as you learn.
This isn’t new. Being from a farming family with generations of farmers behind me, stretching back to when Vikings bred their sheep on the Lakes district fells, I know first-hand that this kind of community learning is, literally, as old as the hills. I have grown up in New Zealand around marae*-based learning which again is community focused. We still have a lot to learn from our heritage as learners. Coming from these communities, being an autonomous learner is something culturally embedded.
I am currently working with a group of teachers on a CLIL preparation project. We are preparing ourselves to activate CLIL in our local school at primary level. The beauty of CLIL is that it isn’t prescribed. A CLIL framework is built from the ground up, contextualised timely and relevant to the school community that chooses to engage the methodology.
I was all excited about getting of teachers involved with co-curating our learning. Then I hit a snag.
A key ingredient for this to work is to be working alongside agile, autonomous learners. I set up an Edmodo classroom for my learners. Three weeks later only one had signed up. The space remained a conversation with myself.
How to overcome inertia and activate change in learners?
Social constructivism with voice over
Social constructivism emphasizes the importance of culture and social context in cognitive development. Teachers act as facilitators who guide students through collaboration and real-life experiences to construct knowledge, rather than simply telling students information. Effective strategies for social constructivism in the classroom include reciprocal questioning, jigsaw classroom activities, structured controversies, and technology that enables interactivity, collaborative writing, and feedback from a real audience.
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Education serves several social functions:
1) It socializes children and introduces them to their society's norms, values, and skills to fit into that society.
2) It helps develop an individual's personality through cultivating qualities like reasoning and virtues.
3) It plays a role in social control by transmitting a way of life and regulating behavior according to social norms.
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1. Sociology is defined as the study of social beings and social interactions within society.
2. Socialization is the process by which individuals learn the beliefs, values, and norms of their culture and society and incorporate them into their own behavior.
3. From the structural perspective, socialization occurs through exposure to various social positions and roles throughout the life cycle, such as roles within the family, school, church and other social institutions.
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Emile Durkheim and Talcott Parsons were both functionalist theorists who analyzed the role of education in society. They argued that education helps transmit a society's norms and values to promote social solidarity. It also prepares children for their future adult roles and teaches them to cooperate beyond their families. While they did not conduct empirical research, they believed education was important for socializing children and maintaining a value consensus. However, their theories were criticized for not recognizing that the transmitted values may only represent those of the ruling elite classes.
Sociology : Sociological foundation
SOCIOLOGY…………
- Latin “Socius” - “social or being with others”
- and the Greek “logos” - “study”
Therefore, the term “Sociology” basically means the “study of social beings”.
It studies:
human behavior in groups
social structure and social phenomena
different forms of human interrelations
The Sociological Foundation
- Issues from society including groups and institutions in the culture and their contribution to education
- refers to issues from society that have an influence on curriculum.
There are many aspects of the society that need consideration in curriculum making. These include:
Changes occurring in societal structures;
Transmission of culture;
social problems as issues for Curriculum and
Economics issues.
AIMS OF EDUCATION
Schools exist within, not apart from,
social context
Schools emerges within society
Development of social feelings and qualities
Development of a socially efficient individual
Improvement of vocational efficiency
Use of leisure time and development of healthy recreational pursuits
Transmission of social heritage
Diffusion of more and more knowledge
Development of constructive and creative outlook of the individual
Education for social service, social efficiency, emotional integration, national unity and patriotism
CURRICULUM
Based on conditions, problems and needs of society
An agent for transmission of basic values of culture
Prepare the child for global/world society
Flexible and changeable for the effective realization of socially determined objectives
Lead to the development of genuine ‘we feeling’ i.e. of a group having a spirit of social interaction
METHODS OF TEACHING
Enable child to acquire skills and knowledge needed
Develop a capacity for social adjustment
Develop problem solving and constructive thinking
Socialized techniques; project and group methods
ROLE OF THE TEACHER
Destiny of the nation is shaped in classrooms by the teachers
Be exposed to the concept of freedom, dignity of the individual, rights and duties so as to transmit the same to the younger generation
Expected to possess right attitude of social behavior
Remain above casteism, regionalism
THE SCHOOL
Reflect and epitomize the larger society outside its walls
Balance, purify and simplify the activities of the society in its environment
CONCLUSION
Education takes place in society
Education is essentially a social process
Social environment educates the child
education has a social role to play
Education is a lifelong process
Education is not only schooling
Education must be social in nature and develop democratic skills and values in students
Social constructivism
This document discusses social constructivism and its key dimensions. Social constructivism is a theory that emphasizes social aspects of learning and suggests that knowledge is constructed through discussion and interaction with others. It has become influential in education. Some dimensions discussed are sociocultural learning theory, the classroom as a community of learners, cognitive apprenticeship, and situated cognition.
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Sociological education refers to the process by which individuals acquire the beliefs, ways, and standards of their society. It involves the study of educational objectives and organization in light of analyzing group life as a whole. Societal processes like the family, religious institutions, peer groups, schools, and media all have effects on an individual's education by helping to form their developed and modified character.
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Education is a social process that prepares individuals for life and shapes society, according to the document. It ensures the continuity of a society by imparting knowledge, skills, values, and behaviors to new generations. As society changes, the education system also becomes more complex to help members adapt. The document discusses how education occurs within a social context and is influenced by the surrounding society. It also notes that education involves social interaction and goes beyond simple instruction by socializing people into their roles in a deliberate way.
Education & democracy week two
Dewey believed that education is essential for a democratic society to function properly. He argued that schools should aim to cultivate the skills and intelligence needed for citizens to effectively participate in society. Dewey also viewed education as a lifelong process that occurs both inside and outside of formal schooling. Furthermore, he advocated for schools to serve as miniature democratic communities where students learn important democratic values like collaboration.
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Eff presentation.....slide
Education serves several social functions:
1) It socializes children and introduces them to their society's norms, values, and skills to fit into that society.
2) It helps develop an individual's personality through cultivating qualities like reasoning and virtues.
3) It plays a role in social control by transmitting a way of life and regulating behavior according to social norms.
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Jonassen proposed eight characteristics that differentiate constructivist learning environments which are supported by both cognitive and social constructivism. However, cognitive and social constructivism emphasize these characteristics differently, with social constructivism placing more emphasis on collaborative knowledge construction through social negotiation. The eight characteristics include providing multiple representations of reality, emphasizing knowledge construction over reproduction, using authentic tasks in meaningful contexts, and enabling context-dependent and socially constructed knowledge.
Sociological perspactive
Sociology of education is the study of how social institutions and individual experiences influence education and its outcomes. It examines education as an agent for transmitting culture from one generation to the next. The sociology of education also studies the functional importance of education and explores the relationships between school organization, social structures like social class and family, and neighborhoods. It aims to understand how the interplay between these social forces and the internal operations of schools shapes students' capacity to be educated.
Social constructivism
Social constructivism is a theory of learning developed by Lev Vygotsky that emphasizes how cultural and social contexts shape cognitive development. According to this view, adults such as parents and teachers help children acquire the tools of culture, including language, that promote intellectual growth. Social constructivist classroom activities involve collaborative learning, situated learning through problem-solving and simulations, and whole language approaches that build on students' existing knowledge.
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This document discusses the relationship between society and education. It states that sociology is the study of social beings and their behavior in groups, social structures, and relationships. It also discusses how education serves functions for society like imparting culture, providing skills for social roles, and catering to changing social needs. Schools exist within society and their curriculum is based on social conditions and problems. The goals of education include developing social skills and qualities, improving vocational skills, and transmitting social heritage.
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This document discusses social constructivism and its key dimensions. Social constructivism is a theory that knowledge is constructed through social interactions and discussions with others. It emphasizes that learning occurs not through transmission from experts but through collaboration. The key dimensions discussed are sociocultural learning theory, the classroom as a community of learners, cognitive apprenticeship, and situated cognition.
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This document provides an overview of socialization and self-development from both psychological and sociological perspectives. It discusses theories from Freud, Erikson, and others regarding the development of self through various life stages. The introduction uses the case study of Danielle, a girl who was severely neglected, to illustrate the importance of socialization for learning basic human functions and culture. Agents of socialization like family, schools, and peers help teach individuals how to function within their society.
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1. Dewey discusses key concepts related to how education promotes personal growth, including immaturity, plasticity, and habit formation. He views immaturity not as a negative trait but as a capacity for growth. Plasticity allows people to learn from experiences to form habits, which can positively or negatively impact thought and development.
2. For education to effectively promote growth, educators must understand these concepts and apply instruction in a way that challenges students at appropriate levels and encourages positive habits rather than negative ones. The educational process aims to continually transform the learner through adjusting to new information and experiences.
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The document discusses the process of socialization from multiple perspectives. Socialization involves learning the skills needed to function in society through social interaction. It is described as both society acting on the individual (objective socialization) and the individual adapting to social norms (subjective socialization). Key aspects of socialization discussed include social learning through imitation and social roles. Symbolic interactionism and looking-glass self are also summarized as viewing the development of self and identity through social interaction.
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This document provides an overview of a sociology of education class presentation. It discusses key topics that will be covered, including why sociology of education is important, major theories in the field like functionalism and conflict theory, and concepts like norms, values and beliefs. The presentation introduces positivist and constructivist perspectives and outlines four major sociological theories - functionalism, conflict theory, institutionalism, and postmodernism. It also discusses how schools socialize children and reproduce societal norms and values.
Sociological Foundations of Education--Sociology and the Socialization Process
1. Sociology is defined as the study of social beings and social interactions within society.
2. Socialization is the process by which individuals learn the beliefs, values, and norms of their culture and society and incorporate them into their own behavior.
3. From the structural perspective, socialization occurs through exposure to various social positions and roles throughout the life cycle, such as roles within the family, school, church and other social institutions.
SociologyExchange.co.uk Shared Resource
Emile Durkheim and Talcott Parsons were both functionalist theorists who analyzed the role of education in society. They argued that education helps transmit a society's norms and values to promote social solidarity. It also prepares children for their future adult roles and teaches them to cooperate beyond their families. While they did not conduct empirical research, they believed education was important for socializing children and maintaining a value consensus. However, their theories were criticized for not recognizing that the transmitted values may only represent those of the ruling elite classes.
Sociology : Sociological foundation
SOCIOLOGY…………
- Latin “Socius” - “social or being with others”
- and the Greek “logos” - “study”
Therefore, the term “Sociology” basically means the “study of social beings”.
It studies:
human behavior in groups
social structure and social phenomena
different forms of human interrelations
The Sociological Foundation
- Issues from society including groups and institutions in the culture and their contribution to education
- refers to issues from society that have an influence on curriculum.
There are many aspects of the society that need consideration in curriculum making. These include:
Changes occurring in societal structures;
Transmission of culture;
social problems as issues for Curriculum and
Economics issues.
AIMS OF EDUCATION
Schools exist within, not apart from,
social context
Schools emerges within society
Development of social feelings and qualities
Development of a socially efficient individual
Improvement of vocational efficiency
Use of leisure time and development of healthy recreational pursuits
Transmission of social heritage
Diffusion of more and more knowledge
Development of constructive and creative outlook of the individual
Education for social service, social efficiency, emotional integration, national unity and patriotism
CURRICULUM
Based on conditions, problems and needs of society
An agent for transmission of basic values of culture
Prepare the child for global/world society
Flexible and changeable for the effective realization of socially determined objectives
Lead to the development of genuine ‘we feeling’ i.e. of a group having a spirit of social interaction
METHODS OF TEACHING
Enable child to acquire skills and knowledge needed
Develop a capacity for social adjustment
Develop problem solving and constructive thinking
Socialized techniques; project and group methods
ROLE OF THE TEACHER
Destiny of the nation is shaped in classrooms by the teachers
Be exposed to the concept of freedom, dignity of the individual, rights and duties so as to transmit the same to the younger generation
Expected to possess right attitude of social behavior
Remain above casteism, regionalism
THE SCHOOL
Reflect and epitomize the larger society outside its walls
Balance, purify and simplify the activities of the society in its environment
CONCLUSION
Education takes place in society
Education is essentially a social process
Social environment educates the child
education has a social role to play
Education is a lifelong process
Education is not only schooling
Education must be social in nature and develop democratic skills and values in students
Social constructivism
This document discusses social constructivism and its key dimensions. Social constructivism is a theory that emphasizes social aspects of learning and suggests that knowledge is constructed through discussion and interaction with others. It has become influential in education. Some dimensions discussed are sociocultural learning theory, the classroom as a community of learners, cognitive apprenticeship, and situated cognition.
Sociological education(concept and meanings)
Sociological education refers to the process by which individuals acquire the beliefs, ways, and standards of their society. It involves the study of educational objectives and organization in light of analyzing group life as a whole. Societal processes like the family, religious institutions, peer groups, schools, and media all have effects on an individual's education by helping to form their developed and modified character.
Education is a social process
Education is a social process that prepares individuals for life and shapes society, according to the document. It ensures the continuity of a society by imparting knowledge, skills, values, and behaviors to new generations. As society changes, the education system also becomes more complex to help members adapt. The document discusses how education occurs within a social context and is influenced by the surrounding society. It also notes that education involves social interaction and goes beyond simple instruction by socializing people into their roles in a deliberate way.
Education & democracy week two
Dewey believed that education is essential for a democratic society to function properly. He argued that schools should aim to cultivate the skills and intelligence needed for citizens to effectively participate in society. Dewey also viewed education as a lifelong process that occurs both inside and outside of formal schooling. Furthermore, he advocated for schools to serve as miniature democratic communities where students learn important democratic values like collaboration.
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Prof.dr. halit hami öz sociology-chapter 5-socialization
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Stereobank at 3D Story telling 2012
The document discusses stock footage and the 3D industry. It defines stock footage as short licensed video content that can be inserted into video projects. There is an opportunity for 3D stock footage to help monetize existing content and solve the lack of 3D material. Over 70 producers worldwide shoot 3D stock footage across various genres that is available for licensing. Stereobank is an example of a company that licenses 3D footage for uses like advertising, TV, and film production. Trends in 3D footage needs and new technologies were discussed.
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The document discusses guidelines and requirements for the safe production of veterinary vaccines. It outlines standards for facilities, cell and seed lot systems, raw materials, testing, and more. The goal is to assure safety and efficacy by requiring that vaccines and their production comply with specifications and quality controls. Strict containment practices are necessary to prevent the spread of pathogens during vaccine manufacture.
In vitro testing of rug toxicity
In vitro toxicity testing methods can more cost-effectively identify potentially hazardous chemicals compared to animal testing. Common techniques include extracting chemicals from test materials and monitoring their effects on cultured cells through microscopy and assays measuring cell viability, morphology, and metabolism. While 2D cell cultures are widely used, 3D cultures better mimic in vivo conditions and may improve predictions of drug toxicity to potentially reduce clinical trial failures. A variety of quantitative assays exist to complement qualitative observations, with the MTT, neutral red, calcein, and LDH assays among the most frequently employed.
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In vitro toxicity testing methods can more cost-effectively identify potentially hazardous chemicals compared to animal testing. Common techniques include extracting chemicals from test materials and monitoring their effects on cultured cells through microscopy and assays measuring cell viability, morphology, and metabolism. While 2D cell cultures are widely used, 3D cultures better mimic in vivo conditions and may improve predictions of drug toxicity to potentially reduce clinical trial failures. A variety of quantitative assays exist to complement qualitative observations, with the MTT, neutral red, calcein, and LDH assays among the most frequently employed.
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In vitro toxicity testing methods are used to identify potentially hazardous chemicals and confirm lack of toxicity in new substances like drugs and food additives. Cell culture methods screen for toxicity by assessing cell morphology, viability, growth and specialized functions. Both qualitative tests like extraction and direct contact methods, and quantitative assays measuring metabolic activity and membrane integrity are used. While 2D cell cultures have limitations, 3D tissue models better maintain native cell morphology and functions, improving predictions for drug toxicity testing and reducing animal testing and clinical trial failures.
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Knock out technology (final)
Gene knock out technology uses embryonic stem cells to introduce targeted mutations into the mouse genome, allowing the study of gene function. A targeting vector containing the mutated gene sequence flanked by homologous DNA is introduced into embryonic stem cells. Cells with the mutation incorporated via homologous recombination are identified and injected into blastocysts, generating chimeric mice. Breeding of these mice can produce strains lacking the gene of interest, enabling investigation into the effects of its absence. This technology was developed in the 1980s-1990s and its creators were awarded the 2007 Nobel Prize in Physiology or Medicine.
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This ppt provide information about the conventional methods of animal vaccine production..it is somewhat differ from my earlier ppt of vaccine production techniques..
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This document provides a history and overview of animal cell culture techniques. It discusses the development of cell culture media and reagents used to support cell growth in vitro. It also describes different techniques for culturing mammalian cells, tissues, and organs, including organ culture, explant culture, and cell culture. The goal of animal cell culture is to maintain cells, tissues, or organs outside of their natural environment for research purposes.
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This PPT is including all material regarding vaccine production techniques and different steps of production technique.
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Methods for characterization of animal genomes(snp,str,qtl,rflp,rapd)
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Topic5.2
1) Conflict mediation has been used since ancient times as a way to resolve disputes through open communication between conflicting parties with the help of a neutral third party mediator. It started being used in educational contexts in the 1960s in the US.
2) There are different models of mediation used in schools - the traditional/linear model focuses on reaching agreements, the narrative/circular model improves communication, and the transformative model aims to transform conflicts, relationships, and people through cooperation and reconciliation.
3) When used in schools, mediation has been shown to create a more positive atmosphere, teach non-violent conflict resolution strategies, improve social skills, decrease disciplinary issues, and promote involvement in the school community.
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343%20 engaged%20learning1
1. Bronfenbrenner's bio-ecological model views child development as influenced by multiple environmental systems, including the microsystem of immediate surroundings, mesosystem of connections between microsystems, exosystem of social settings not directly involving the child, and macrosystem of overarching cultural values.
2. Important microsystems influencing cognitive development include family, school, peer groups, with parenting styles, school culture, and peer aggression impacting learning.
3. Cooperative learning through collaboration and cooperation can positively impact students' social skills, engagement, and academic achievement when incorporating face-to-face interaction, interdependence, accountability, cooperative skills, and group processing.
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This project has been funded with support from the European Commission. The views expressed are only those of the author. The Commission cannot be held responsible for any use of the information.
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The document discusses cooperative learning and its benefits for inclusion in the classroom. Cooperative learning involves structuring students into small groups where they work together to achieve shared learning goals and help each other master assignments. When implemented properly with features like positive interdependence, individual accountability, and interpersonal skills, cooperative learning can increase academic achievement for all students, including those with disabilities.
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This document discusses learning communities and professional learning communities (PLCs) in educational settings. It defines a learning community as a group that shares interests and tools to build knowledge collaboratively. A PLC is described as a group of educators united in their commitment to student learning - they work together, visit classrooms, and participate in decision making. The document outlines three key aspects of an effective PLC: purposeful conversations about teaching and learning, managing differences of opinion through open contention, and a shared commitment to student success. It provides advice on establishing a PLC, including determining staff readiness and using an external facilitator.
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This document discusses learning communities and professional learning communities (PLCs) in educational settings. It provides definitions and explanations of learning communities as groups that share interests and goals of learning. PLCs are described as groups of educators united in their commitment to student learning, who collaborate and make decisions together. Steps for schools to become effective PLCs include determining readiness, using external facilitators, identifying barriers and boosters, and starting with a focus on learning. The role of the school librarian in supporting PLCs includes developing relationships with teachers, communicating expectations, and empowering collaboration.
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This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
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2. Learning to do, which means gaining occupational skills and interpersonal skills like communication, teamwork, and problem solving.
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Schools could be communities in the following ways:
1) They could function like families by developing strong ties between members through caring and shared experiences, though diversity may inhibit full inclusion.
2) They could function like congregations by having a shared view of human flourishing and education goals that members work cooperatively towards.
3) They could function like guilds where members are dedicated to educational excellence and novices learn from experts through participation.
4) They could function like democratic communities by creating membership through shared participation and decision making, though full inclusiveness is a challenge.
Learning Community 2007 version
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It provides definitions of learning communities as groups that share interests and knowledge building. PLCs are described as groups of educators united in student learning who collaborate, visit classrooms, and make decisions together. Becoming a PLC involves determining school readiness, using an external facilitator, identifying barriers and boosters, and beginning with a focus on learning. The role of the library media specialist is to develop teacher contacts, communicate expectations, and empower teachers.
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Building Communities in Classrooms
- 2. WHAT DOES A COMMUNITY MEAN TO YOU? A classroom community seeks to meet each student’s need to feel competent, connected to others, and autonomous. Students are not only exposed to human values, they also have many opportunities to think about, discuss, and act on those values, while gaining experiences that promote empathy and understanding of others. (Child Development Project 1991)
- 3. INTELLECTUALLY, EMOTIONALLY OR ANY OTHER WAY WITHOUT A SUPPORTIVE ENVIRONMENT? cooperative relationships= the key to moral development (Piaget) Emotional benefits: Multiple perspectives Intellectual benefits: clearer thinking Social benefits: learn from one
- 4. BENEFITS OF COMMUNITY 6 Child Development Program 5 4 3 2 1 0 Strong comm. Weak comm.
- 5. 1. THINK OF THE KINDS OF THINGS THAT WOULD DESTROY COMMUNITY... 2. WRITE DOWN A TIME DURING YOUR PRIMARY/HIGH SCHOOL/TERTIARY SCHOOL WHEN YOU DID NOT FEEL A SENSE OF COMMUNITY
- 6. IF YOU WANT ACADEMIC EXCELLENCE, YOU HAVE TO ATTEND TO HOW STUDENTS FEEL ABOUT SCHOOL AND ABOUT EACH OTHER
- 7. COMMUNITY Tim e
- 8. Strategies to help achieve a sense of community: 3. 1. 2. Providi 4. Using Strength Building academi ening ng class adult student or c relations connecti school instruct hips ons wide ion activitie s
- 9. ISSUES WITH COMMUNITY emphasis on community threatens the rights of the individual. Peer pressure clashes with the theory and practice of classroom management.
- 10. CONCLUSION Engagi ng curric Caring ulum Autono comm my untiy Demo cracy