The document discusses six elements for empowering learning communities: 1) a climate of safety, 2) willingness to take risks, 3) alignment between words and actions, 4) proactivity, 5) using multiple teaching methods, and 6) sharing of ideas and authority. It also outlines communities of practice as groups defined by their domain of knowledge, shared practices, and community of members. Learning occurs through participation in the community's activities and relationships.

1. Facilitatingcommunitiesofpractice
intoday’sdiverseclassroom

2. • Diversity in “classroom”

3. • Diversity in “classroom”
• “Empowering multicultural collegiate learning”

4. • “Empowering multicultural collegiate learning”
• Communities of Practice

5. • Your turn

6. http://nces.ed.gov/pubs2014/2014051.pdf

7. http://nces.ed.gov/pubs2014/2014051.pdf

8. http://nces.ed.gov/pubs2014/2014051.pdf

9. Take a look at a study that aimed to
discover “what are the elements of
an empowering multicultural
collegiate learning community and
how is it developed, facilitated, and
maintained?” (Chávez, 2007)

11. Six emergent elements for empowering
individual learning communities in a
higher education setting
Climate of
Safety
Spirit of Risk
Taking
Congruence
Proactivity Multiplicity
Reciprocal
Relationships
and Roles

12. Six emergent elements for empowering individual learning
communities in a higher education setting (Chávez, 2007) :
1. Climate of Safety – Creating and holding to guidelines for
respectful interaction.
2. Spirit of RiskTaking – Demonstrating that discomfort does not
necessarily lead to harm.
3. Congruence – between behaviors, beliefs, and dialogue.

13. Six emergent elements for empowering individual learning
communities in a higher education setting (Chávez, 2007) :
1. Climate of Safety – Creating and holding to guidelines for
respectful interaction.
2. Spirit of RiskTaking – Demonstrating that discomfort does not
necessarily lead to harm.
3. Congruence –

14. Six emergent elements for empowering individual learning
communities in a higher education setting (Chávez, 2007) :
1. Climate of Safety – Creating and holding to guidelines for
respectful interaction.
2. Spirit of RiskTaking – Demonstrating that discomfort does not
necessarily lead to harm.
3. Congruence – between behaviors, beliefs, and dialogue.

15. Six emergent elements for empowering individual learning
communities in a higher education setting (Chávez, 2007) :
4. Proactivity – Having the awareness, knowledge, education, skill,
and taking the actions to create a multicultural learning
community.
5. Multiplicity – Utilizing multiple pedagogical techniques.
6. Reciprocal Relationships and Roles – Idea and power sharing,
validating each other’s ideas.

16. Six emergent elements for empowering individual learning
communities in a higher education setting (Chávez, 2007) :
4. Proactivity – Having the awareness, knowledge, education, skill,
and taking the actions to create a multicultural learning
community.
5. Multiplicity – Utilizing multiple pedagogical techniques.
6. Reciprocal Relationships and Roles – Idea and power sharing,
validating each other’s ideas.

17. Six emergent elements for empowering individual learning
communities in a higher education setting (Chávez, 2007) :
4. Proactivity – Having the awareness, knowledge, education, skill,
and taking the actions to create a multicultural learning
community.
5. Multiplicity – Utilizing multiple pedagogical techniques.
6. Reciprocal Relationships and Roles – Idea and power sharing,
validating each other’s ideas.

19. Domain of
knowledge
Shared
practice
Community
of people
A domain of knowledge, which defines a
set of issues, a community of people
who care about this domain, and a
shared practice that they are developing
to be effective in their domain.
(Wenger, McDermott and Snyder, 2002)
A learning “organization” model.
Typically associated with professionals,
educators, etc.

20. Work
Family
Community
School

21. Domain of
knowledge
Shared
practice
Community
of people
 Domain guides what is important, the
questions asked, and the means in
which knowledge is organized.
 When the group is committed to a
shared domain of knowledge, the
practice can be developed.
 Connecting the goals of a group with
individual goals is significant.

22. Domain of
knowledge
Shared
practice
Community
of people
The practice of a CoP as a place in
which learning occurs.
Practice is always a social practice.
Through social interaction that
learning is transferred to other
members of the community.

23. Domain of
knowledge
Shared
practice
Community
of people
It is through “legitimate peripheral
participation” in which newcomers
have an opportunity to become
included. “Peripherality provides an
approximation of full participation that
gives exposure to actual practice.”
Influenced by situated learning theory,
in which learning is inseparable from
the context in which it occurs, and the
learning takes place in the doing.

24. Domain of
knowledge
Shared
practice
Community
of people
Practice involves making meaning,
relationships with community
members.
Practicing within a community
entails learning what it means to be
in that role.
Learning how to be a member of a
group comes from being with other
members.

27. elements for empowering individual learning communities
1. Climate of Safety
2. Spirit of RiskTaking
3. Congruence
4. Proactivity
5. Multiplicity
6. Reciprocal Relationships and Roles