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LearnersleagueReview|Editingandproofreadingservices Learnersleagueeditingandproofreadingservicesareablendofquality,affordabilityandreliability.Thesearesomeoftheattributesthatmakeusatrustedservice. CreatingEffectiveProfessionalLearningCommunities ThefirstexperiencesofcommunityparticipationarefoundintheUnitedStatesandinsomeSouthAmericancountriesintheearly1980s.Theseexperiencesaregivendifferentnames.NoteworthyareLevin(AcceleratedSchools),SlavingandCorner,atYale,aswellasEveryParentaVolunteerandTransformingCommunitySchoolsintoOpenLearningCommunities. Alloftheseexperienceshaveincommontheobjectiveofconvertingtheschoolintoarealagentofsocialtransformation(theschoolisoneofthemainexistingculturalinstitutions),providinggreaterlearningonthepartofthestudents,boostingtheirself-esteem(andnaturallythatoftheteachers)andmakingitpossibletoacquireknowledgeandskillsduringschoolingthatprovidethemwithequalopportunitieswithschoolchildrenundermorefavourableconditions.Fromhere,aschoolisproposedinwhichdialogue,participation,cooperation,andsolidaritypredominateamongallwhoarepartoftheeducationalcommunity,withtheaimofimprovingtheeducationofchildren.HereyoucanseeLearnersleague Facebook Theclassroominlearningcommunities Thus,thedidacticmethodologychanges.Morepeopleentertheclassroom.Allteachersaremastersofeveryone.WeworkwithreciprocalandcooperativeThenotionoftheclassroomisexpanded,aswellasthepossibilitiesandeducationalfunctionofthisspace.Itisnotnecessarilyaplacebetweenfourwalls,butanyplacewhereaneducationalrelationshipisestablishedbetweenstudentsandbetweenteachersandstudents. Cooperationanddialogueplayafundamentalroleinbuildingchildren'slearning Thisreconceptualizationexpandsthedegreeofresponsibilityandautonomyofprofessionalsintheirmanagementandhighlightstheactiverolethatstudentsthemselveshaveinregulatingexchanges,aswellasthereferenceparametersunderwhichtheyact:time,spaces,norms,theirreferentsandcommunicativestyles,allofthesehaveenormousexplanatorypotentialandformativeandself-formingpossibilitiesforteachers. Amongthenewconceptualizationsthatthedifferentlinesofworkmadeemergeintheclassrooms:thefollowingstandout: • theyarecontextsthatallowindividualstodeveloptheirownculturewithinthegroupandnotjustthestandardizedreproductionofthedominantsocialoracademicculture;theyrepresentrelevantinstancesfortheelaboration,bythemembersthemselves,oftheirteachingandlearningconceptionsandpractices,basedonthetasksperformed,theexperiencesandtheinteractionslived; theycreatemultiplesituationsofcommunicationanduseofbothoralandwrittenlanguageaswellasthevariouscodesofinterpersonalrelationship,basedonthelevels,recordsandcodesofthemembersthemselves; theyconstituteasignificantspaceintheawarenessoftheindividualasasocialbeingandfortherealizationofthelearningofpowerrelations,eitherbetweenadultsand studentsorbetweenequals; • • •
• Produceintheindividualopportunitiesforthere-elaborationofmoreorlesspositiveimagesabouthimselfandforthereinterpretationofthesocialbeingofeachofitscomponentsfromthesituationsexperienced. Inthissense,allpeoplewhooccupyeducationalspacesplayrolesasactiveagentsintheconstructionofnorms,inthere-elaborationofsocialnorms,valuesandintheconstructionofrulesofsocialrelationships.Inaddition,theeffectsofasocialandaffectivenaturethatareproducedwithinthegroupareextraordinarilyimportantforindividuals,becausetheyaffecttheirownself-esteemandmitigatetheimpactofaparticulareducationalorinstitutionalactionontheindividual. Theroleofteachersinthewakeofdidacticwork 1. Asamethodologyforinteraction:forcommunicationinproblem-solving,inthecontrastofproceduresorintheconstructionofconceptsandschemes,whetherthoseofcognitive,ethicalorproceduralcharacter. Asworkorganization:itfavoursmetacognitivehabitsandself-assessment. Asastrategyforsocialization:itimpliescertainsocialvalues(ofacademic,gender,socialandculturalintegration)ofcooperation,aswellastheparticipationandfavouringofthestudents'moralautonomyandpersonalinitiativeLearnersleague 2. 3. Conclusion Fromthesocialpointofview,thelearningcommunityisaproposalorientedtotheconstructionofinnovativeeducationalscenariosatschool,throughtheparticipationofthevarioussocialagendasthatformthelearningcommunity:students,theuniversity,theschool,theteachingstaff,thefamily,thelocalcommunity,etc.Eachoftheseagentsbringsvaluableelementstotheprogram,whichcontributetoitslong-termdurability. Fromanacademicpointofview,thelearningcommunity’sprojectessentiallyseekstodevelopsocio-affective,cognitiveandpsycholinguisticskillsinstudentsthroughtheiractiveparticipationineducationalcommunities,whosememberscarryoutdemarcatedactivitiesinalearningenvironment.Thisprogramoffersampledailyopportunitiesforsocialinteraction,theoralandwrittencommunityandpracticeinsolvingproblemsofadifferentnature. Fromthepointofviewofthetransformationprocess,theprojectofthelearningcommunitiesisbuiltthroughthedevelopmentofaseriesofphases,inwhichtheyparticipatecooperativelyandbasedonthedialogueofthedifferentsocializingagentswhointerveneinthe“educationalactivities”. Fromthepointofviewoftraining,advice,andcoordination,theprojectofthelearningcommunitiesisopentothecommunityandmustbeunderstoodassuch.Thisinnovationprojectofthelearningcommunitiesisapossiblealternativetotheschoolinstitutionthataimstoachievebetterandgreaterstudentlearningandtopreventmanychildrenfrombeingsociallyexcludedinademocraticsociety.
