Download - VanderWey, S., Brandt, B. (November 2012). Building Successful Learning Communities Workshop
VanderWey, S., Brandt, B.
(November 2012).
Building Successful Learning Communities Workshop
presented at
AEE International Conference, 2012
Madison, WI
Human Bingo
Activity Directions:
1. Ask the questions.
2. Get only one signature per person.
3. Don’t sign your own.
4. Have fun.
IntroductionsScott VanderWey
WSU Faculty Director of 4-H Adventure Education
Brian Brandt WSU Extension Faculty – Pierce County
Audience
7
Cat Herding
How does this relate to you personally or professionally?
QuickTime™ and aSorenson Video decompressorare needed to see this picture.
Talking Object
Activity Directions:
Use the object as the device
to let every one know
who turn it is to talk!
12
Activity Directions:
1. Find a partner
2. Turn and introduce yourself
3. Share with your partner:
A highlight from
this year ...
Check-In
14
Activity Directions:
1. Find a new partner
2. Turn and introduce yourself
3. Share with your partner:
One gift you
bring to teaching…
Check-In
By the end of the workshop
you will be able to…
1. Identify what the basic elements of a Learning Community are.
2. Explain why Learning Communities are important.
3. Understand how to use tools & strategies to create a Learning Community.
Learning Targets
Shifting Paradigms
Instructor
Rules
Discipline
React
Curriculum Driven
Old Paradigm New Paradigm
Facilitator
Norms
Opportunities
Respond
Relevant LearningRote Learning
Product Process
Relationship Driven
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision Confusion
Creating Second Order Change
2nd Order Change
1st Order Change
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
Sabotage
Sporadic Change
False Start
Anger
Anxiety
Snow Ball Fight
Activity Directions:
1. On a 1/2 sheet of paper answer the question:
What do you need to create an ideal community?
2. Wad up your paper and throw it toward someone across the room.
“The most promising strategy for sustained school improvement is developing the ability to function as a Learning Community.”
Richard DeFour
(Learning Communities at Work)
24
Consider:• What is a Learning Community? • How are Learning Communities
created?
Directions:
1. Think to yourself.
2. Discuss with a partner.
3. Share with your group.
Think-Pair-Share
A Learning Community is… • Any group of people that come together with the
intent to learn!
Defining Learning Community
Community is… • people who belong to a group
• with a common purpose
• with formal or informal rules or
behavior expectations• with common interests or abilities
• working towards a common goal
Defining Community
Community is…
• Shared Membership
• Shared Purpose
• Shared Norms
• Shared Skills
• Shared Outcomes
Defining Community
Discussion Circles
Activity Directions:1. The person with the knot
will be the speaker-- Everyone else will be practicing Active Listening.
2. Reflect and share: Why was Bagger Vance such
an effective educator? How can you find your
authentic swing in teaching?
RelationshipsRelationships are positive and are essential for establishing optimal conditions for learning and include high expectations around challenging work, student social support
for learning, and differentiation of instruction based on student needs.
Powerful Teaching and Learning Through the Lens of Rigor, Reflection, Relevance, and Relationships
RigorSkills and/ or Knowledge are manifested as students develop conceptual understanding, not just recall.
RefectionThinking is evident because teachers provide opportunities for students to respond to open-ended questions, explain their thinking process, and reflect to create personal meaning.
RelevanceApplication of skills, knowledge, and thinking in relevant and/or real-world contexts is essential for engaging students in their learning and for helping students make connections that lead to understanding.
What Impacts Learning?
0 10 20 30 40 50 60 70
School Policies
School Demographics
Administrative Decision making
Socioeconomic level
Classroom Assessments
Curriculum Design
Classroom Instruction
Classroom Climate
School Culture
Student's Peer Group
Student's Motivation
Student / Teacher Social Interactions
Student's Home Environment
Student's Prior Knowledge
Student's Emotional Intellegence
Classroom Management
Psychology and Educational Practice, Herber Walberg (2002)
Human Calculator
Activity Directions:
1. This is played just like rock, paper, scissors, but you are a calculator that can add.
2. Find a partner, on three, pick a number from 1-5 and do the calculation.
3. Follow directions.
40 Developmental Assets
Protective vs. Risk Factors
Social/ EmotionalLearning
Life SkillsDevelopment
Different Research Strands
Average Number of Assets21.5
19.817.8 17.4 16.9 16.9 17.2 18
0
5
10
15
20
25
6 8 10 12
Grade Level
Nu
mb
er o
f A
sset
s
The more developmental Assets that can be built in young people, the more “Protective Factors” they have that lead to their overall success in
school and in life.
Michael Arthur, PHD University of WA in collaboration with OSPI
WASL Correlation
“At best, IQ contributes 20 % to the factors of success, which leaves 80% to
Emotional Intelligence (EQ).”
Daniel Goleman
(Emotional Intelligence)
(Hawkins et al., 1999; Malecki &
Elliot, 2002)
Increased Commitment to School
Less Behavior Issues
Improved Post-grad Employment Rates
Improved attendanceReduced Expulsions
Reduced Suspensions
More Time Devoted to Schoolwork
Improved Graduation Rate
Increased Mastery of Subject MaterialIncreased Positive School Climate
Why Look at Social/Emotional Learning?
Beach Ball
Activity Directions:
Orange- What did you learn?
Green- What excites you about the research?
Blue- What do you want to know more about?
White- How does this relate to your role as an educator?
Red- What will you do with this information?
Yellow- free choice
Gotcha-Ya
Activity Directions:
1. Place your right hand, palm up.
2. Place your left index finger above your neighbor’s right hand.
3. When you hear the magic work, 1. Try to grab your neighbor’s finger
2. Without allowing yours to be grabbed.
“Learning is only possible after a student’s social, emotional, and physical needs
have been met.”
Council on Adolescent Development
Maslow’s Hierarchy of Needs
Physiological Needs(Health, Food, Sleep)
Safety Needs(Shelter, Removal from Danger)
Love & Belonging Needs(Love, Affection, Being a part of a Group)
Esteem Needs(Self-esteem, Esteem from Others))
Self-Actualization Needs(Achieving individual potential)
“The willingness to take risks, ask questions and make mistakes is a
requirement for learning.”Deborah Meier (In Schools We Trust)
“Experience in itself is neither productive nor unproductive, it is how you reflect on it that makes it significant or not significant.”
Gavin Bolton, 1979
(Towards a Theory of Drama in Education)
Reflection
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision Confusion
Creating Second Order Change
2nd Order Change
1st Order Change
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
Sabotage
Sporadic Change
False Start
Anger
Anxiety
=TrustVision ResourcesSkills PayoffAction PlanValues/ Beliefs2nd Order
Change=
Trust
Vision
Skills PayoffValues/ Beliefs
Action Plan
Feedback
• In the future, you might consider…
• Next time, perhaps you could…• This would be even better if…• It would help me learn if you …
Talking Object
Activity Directions:
Use the object as the device
to let every one know
who turn it is to talk!
Snow Ball Fight
Activity Directions:
1. On a 1/2 sheet of paper answer the question:
What do you need to create an ideal community?
2. Wad up your paper and throw it toward someone across the room.
73
Consider:• What is a Learning Community? • How are Learning Communities
created?
Directions:
1. Think to yourself.
2. Discuss with a partner.
3. Share with your group.
Think-Pair-Share
Discussion Circles
Activity Directions:
1. The Person with the knot
will be the speaker –
Everyone else will practice
Active Listening.
2. Reflect and share:
Beach Ball
Activity Directions:
Orange- What did you learn?
Green- What excites you about the research?
Blue- What do you want to know more about?
White- How does this relate to your role as an educator?
Red- What will you do with this information?
Yellow- free choice
Roll of the Dice1. A connection I made…
2. Something I’ll use...
3. I understand…
4. I’d like to know…
5. I’m excited about…
6. I have enjoyed…
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Affirmation- Something you appreciate
Reflection- Something you learned
Feedback- Something we can improve
Activity Directions:
On an index card, briefly write
a text message to me answering:
Text a Friend
Web Resourceshttp://4h.wsu.edu/challenge/communities.html