Page 77 - Powerful Social Studies for Elementary Students 4th Edition

CHAPTER 2 How Can I Build a Learning Community in My Classroom: Strategies for Including All Children 49
Reflective Questions
1. The Core Democratic Values are being empha- sized in many state and local social studies cur- ricula. What roles and functions do you think they can play within the context of building a learning community?
2. How does group work contribute to building a learning community?
3. Learning community is often referred to as the informal social studies curriculum. How would you explain this? Provide examples with your response.
4. There is evidence in the literature that fostering a learning community is loosely coupled with student achievement. How would you explain this? Provide examples.
5. If your priorities are to develop students who have intrinsic motivation within a learning com- munity, what will your classroom sound like? Look like? Feel like? Cite concrete examples.
6. Select an upcoming social studies project or robust instructional activity. Explain Expectancy x Value Theory.
7. The literature suggests that subscribing to an asset model when building community and providing powerful teaching and learning are keys for student success. What does that mean to you? Provide examples to illustrate.
8. How will diverse groups of students enrich your learning community?
Your Turn: Building a Learning Community in Your Classroom
Observe several classrooms and look for evidence that the students are functioning as a learning community. Attempt to interview each teacher afterwards. If you did not see much evidence of a learning community, seek explanations. Where learning communities were success- fully implemented, talk with the teachers about their insights—and how they have actualized their visions.
If you have your own classroom, begin by asking someone to serve as an observer to determine what your classroom looks like, sounds like, and feels like to an outsider. The data can serve as a powerful informant and useful planning tool as you develop your community.
Sample Observation Schedule
• How would you characterize the climate of the classroom?
• Does the climate reflect mutual caring? (Evidence?)
• Do you feel like you are “living” in a community?
(Evidence?)
• Is there a sense of shared values? (Evidence?)
• Are specific cooperative learning skills and techni-
ques being developed? How?
• Is there a sense of high expectations regarding pos-
itive behaviors and academic success? (Evidence?)
• Is there evidence that student assets are recognized
and attended to on a regular basis?
• Does the teacher show sincerity and interest in each
student’s responses, ideas, experiences, and work products? (Evidence?)
• Is student input elicited on a regular basis? (Examples?)
• Are students provided with choices where appro- priate? (Examples?)
• Does the teacher help students view learning activ- ities as opportunities to increase knowledge and skills? (Evidence?)
• Does the teacher motivate using an intrinsic reward approach? (Examples?)
• Does the teacher focus on big ideas as a way to motivate students? (Examples?)
• Does the teacher foster appreciation for a topic or activity? (Evidence?)
• Does the teacher give reasons and thoughtful explanations regarding socio-emotional, behavioral, and academic issues? (Evidence?)
• Do students get a chance to share and express the importance of what they do? (Evidence?)
• Do students participate actively in the evaluation of their behavior? Of their academic work? (Evidence?)
• Do they celebrate their successes while engaging in ongoing dialogue and reflection regarding individual and class development? How?
After reviewing this chapter and observing in at least one classroom, take a sheet of paper, fold it (vertically) in half. On one side list things that you can do as a teacher to build a learning community in your class- room, and on the other side list behaviors (such as distributing candy to reward good conduct) to avoid
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