Instead, we can think of learners through an asset lens. Other projects Positive school climate. When educators co-construct the learning environment with their students they are valuing the input of every individual, ensuring each can see themselves reflected in the space so that everyone feels they belong. It is then possible to create relevant and meaningful deep learning opportunities, preferably those that lead to some action on the part of the learner. When learners are viewed as having assets and interests, and we meet their basic psychological needs, we are better equipped to focus the learning opportunities so as to engage all learners, thereby improving outcomes for our students substantially. 1-0. paris sg . Doll, B. Second, is the climate of the classroom, the physical space, and how members of that community conduct themselves within that space. When we view learners as capable, creative, communicative individuals we are more apt to construct opportunities that capture their interest and engage them in learning because we are thinking about what they can do, not what they cannot do. To support this approach to learning it is helpful to keep in mind three facets of the learning experience: First, we want to ensure the opportunities to learn are rich and relevant. Instead, we can think of learners through an asset lens. American Psychologist 55(1), 68-78. Nucci, L. (2009). Partnering for Black Student Well-Being: A Teacher’s Journey, Opening the Door to New Learning Opportunities, DICI – Differentiated Instruction & Collaborative Inquiry, Fostering Innovation & Creativity Through Student Summits. rc lens . They also need to receive constructive feedback and continuously reflect on their progress given the relevant success criteria. Ryan, R., & Deci, E. (2000). Learning with an Asset Lens. The outcome is improved ideas or solutions to challenges. Educators have tremendous influence over the lived experience of school beginning with the pedagogical practices they employ and the relationships they establish. rich and relevant learning opportunities, the climate of the learning environment, and. Sign up for our newsletter and be the first to hear about new resources as they’re published to The Learning Exchange. Are ideas valued, built upon, and respectfully challenged? (2010, December). bordeaux . This takes practice and direct instruction with feedback. Principal Leadership, 12–16. Principal Leadership, 12–16. Is there flexible seating and access to resources? Upper Saddle River, NJ: Pearson Education. sat 12 ... asse . Renovation Boorsem 2002-2006. Mental health and wellbeing, pedagogy, learning for all. Oh, and did I mention, it is a whole lot more fun for the educators too? Self-determination theory (Ryan & Deci, 2000) identifies basic psychological needs that support well-being that are consistent with elements recommended for moral development (Nucci 2009), and are often found in high performing schools (Doll, 2010). For well-being and an opportunity to flourish every learner needs to feel a sense of belonging, to believe they can be successful and have some autonomy. All too often in education, we focus on the gaps in learning, what’s missing, and what a learner needs to do to be more successful. Based on built projects on our site. Notify me of follow-up comments by email. Knowledge building principles (Scardamalia, 2002) including idea diversity (understanding contrasting ideas), epistemic agency (participants take responsibility for their learning), and democratizing knowledge (every participant is a valued contributor), helps to sustain a climate where positive risk taking in learning is supported and every learner is valued. References (2010, December). Using knowledge-building discourse (Scardamalia, 2002) may be one way to teach participants how to share and respond to the ideas and work of others. By Kelly Rizzo | June 11, 2018. By Kelly Rizzo | June 11, 2018 All too often in education, we focus on the gaps in learning, what’s missing, and what a learner needs to do to be more successful. Each participant should be able to identify, what they are learning, why they are learning it, and how it connects to their life and beyond. Positive school climate. When we think, not as individuals always, but as a collective, to solve problems, we build a community who can support and care for one another because we have greater understanding and acceptance of one another. round 3 fri 11 september. Doll, B. 0-0. ol . Lens°ass has 1 project published in our site, focused on: Residential architecture, Refurbishment. Establishing a positive caring relationship between educator and student provides an opportunity for the educator to know their learners, their strengths and interests. Self determination theory and the facilitation of intrinsic motivation, social development, and well-being. Nice is not enough: Facilitating moral development. Finally, when we are provoking deeper thinking, we need to ensure that the learners have the skills to build on and challenge thinking, they must have strong communication skills to be able to benefit from the learning opportunities and the environment that has been created. House C. Renovation Boorsem 2002-2006. When we think, not as individuals always, but as a collective, to solve problems, we build a community who can support and care for one another because we have greater understanding and acceptance of one another. Does the space lend itself to peer dialogue? What does the classroom look like and how does it feel? the communication skills of the members of the learning community.

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