Community Building[1][1]
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This document discusses building learning communities using technology. It defines key aspects of learning communities including membership, responsibility, respectful feedback, and common purpose. It also discusses knowledge building theory which involves sharing ideas, group discussions, and creating collective knowledge with the teacher as a guide and technology as a platform. Knowledge building communities combine learning communities with knowledge building theory. Examples provided of building international communities include E-pals, which allows safe and free cross-cultural class projects, and Geo Literacy Project videos. Benefits of community building in schools include increased commitment, improved behavior and climate, better attendance, and greater subject mastery.
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Community Building[1][1]
- 1. Community Building with Technology Karine, Rebecca and Holly
- 2. Learning Communities • In general, what makes a community? • What makes a learning community? 1. Membership and responsibility 2. Respectful and affirming feedback 3. Common purpose
- 3. What makes a community succeed? Dynamic Learning Community
- 4. Knowledge Building Theory (KB) • Created by Carl Bereiter and Marlene Scardamalia in 2003 • Sharing, group discussions and synthesis of ideas to create collective knowledge • Teacher=guide Idea=medium Technology=platform Students= learners and teachers
- 5. Dialectical Process • Thesis, Antithesis, synthesis – Drinking Age – Knowledge Forum
- 6. Knowledge Building Communities Learning Communities + Knowledge Building Theory = Knowledge Building Communities
- 7. Knowledge Building Communities Rise above Improvable Ideas Diversity of ideas Scardamalia and Bereiter, 2003) Epistemic agency Pervasive knowledge Collective Knowledge Democratizing knowledge Authentic problems and ideas Knowledge Building Discourse Symmetric knowledge advancement Constructive Use of Authoritative Sources Concurrent, embedded and transformative Assessment (
- 8. E-pals • www.epals.com • “My contact in Israel has not only become a very valuable educational resource, but the teacher there and her students have become dear, dear friends. Through this website, children around the world are getting to personally know and appreciate each other. Differences in faith, culture and traditions are being appreciated, not feared.” Debbie B. St. Peter Celestine Catholic School in Cherry Hill, USA • Cross cultural • Class-to-class projects • Safe and free • No software
- 9. Geo Literacy Project • E-pals video How do the knowledge building principles relate to both the Danville and Australian classrooms?
- 10. Classroom Resources Blogs and Wikis International Communities Broaden Perspective- Expand Thinking- Complex Mental Models
- 11. International Communities Learning Circles online projects-outcome is document or collection -iearn Learning Circles http://www.iearn.org/circles/ My Hero Bakrajo Agricultural High School school #4 Novosibirsk Mr. Kramer’s Class
- 12. International Communities cont’d Global Schoolhouse collaborative projects sharing information with schools from other parts of the world Letters to Santa Epals.com safely connect, collaborate, and learn using leading email and blog solutions for schools and districts Dhruv Kriti Megan
- 13. Teacher Communities • Teachade.com
- 14. Why? “Learning does not happen when students are unable to express their ideas, emotions, confusions, ignorance and prejudices…Only when the teacher, the students and the subject can be woven together into the fabric of a community will it have the chance to happen” Parker Palmer (The Courage to Teach) • Increased Commitment in school • Less behavior issues • Increased positive school climate • Improved attendance • Increased mastery of subject material (Hawkins, 1999; Malecki and Elliot, 2002) “No significant learning occurs without a significant relationships” Dr. James Comer (Leave No Child Behind)