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Learning Communities. Features of Learning Communities. Three dimensions of classrooms : Classroom Properties Classroom Processes Classroom Structures. Classroom Properties.

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Presentation Transcript
features of learning communities
Features of Learning Communities

Three dimensions of classrooms:

  • Classroom Properties
  • Classroom Processes
  • Classroom Structures
classroom properties
Classroom Properties

Classrooms are“ecosystems”in which the inhabitants interact within a specific environment for the purpose of completing activities and tasks.

Six properties of classrooms (Doyle, 1986):

-Multi-dimensional

-Simultaneity

-Immediacy

-Unpredictability

-Publicness

-History

classroom processes
Classroom Processes

The Schmucks (2001) identify six group processes that, when working in relation to one another, produce a positive classroom community.

-Six classroom processes:

-Communication

-Friendship/cohesiveness

-Expectations

-Norms

-Leadership

-Conflict

classroom structures
Classroom Structures

Classroom structures are the ways classrooms are organized around learning tasks and participation and the ways goals and rewards are defined.

task structures
Task Structures

The work students are expected to do in classrooms and the cognitive and social demands placed on them as they perform particular lessons are called task structures.

The way lessons are arranged and the learning demands that lessons place on students.

goal reward structures
Goal/Reward Structures

(1) Cooperative goal structures exist when students perceive they can achieve their goal if, and only if, the other students with whom they are working can also reach the goal.

(2) Competitive goal structures exist when students perceive they can reach their goal only if other students do not reach the goal.

(3) Individualistic goal structures exist when students perceive that their achievement of a goal is unrelated to achievement of a goal by other students.

participation structures
Participation Structures

The established rules that determine who can say what, when and to whom during classroom discourse.

stage 1 facilitating group inclusion and psychological membership
Stage 1: Facilitating group inclusion and psychological membership.

Main Idea: Know your students, and make them feel comfortable within the classroom…

Names

Backgrounds

Learning styles

Interests

Values

Expectations

Needs/disabilities

Etc.

stage 2 establishing rules and routines
Stage 2: Establishing rules and routines

Establish a classroom climate(day 1)

Class rules, respect, etc.

Class expectations

Class goals

Needs as a collective body.

Etc.

stage 3 establishing shared influence and collaboration
Stage 3: Establishing shared influence and collaboration

Attendance

Participation

Contributions

Collaboration

Cooperation

Social construction of knowledge

stage 4 pursuing academic goals
Stage 4: Pursuing academic goals

Individual goals

Group goals

Class goals

Etc.

stage 5 accomplishing self renewal
Stage 5: Accomplishing self-renewal

Transition

Closure

Reflection

Growth

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