To browse Academia. Edu and the wider internet faster and more securely, please take a few seconds to. Sorry, preview is currently unavailable. You can download the paper by clicking the button above. Created by the, the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students.Sex Dating den Haag
Reflection community involvement and service learning
The term is also applied to schools or teaching faculties that use small-group collaboration as a form of professional development. Professional learning communities often function as a form of action research —i. E. , as a way to continually question, reevaluate, refine, and improve teaching strategies and knowledge. Meetings are goal-driven exchanges facilitated by educators who have been trained to lead professional learning communities. In professional learning communities, teams are often built around shared roles or responsibilities. How do I teach this scientific theory more effectively? —rather than on general educational goals or theories. While the specific activities and goals of a professional learning community may vary widely from school to school, the following are a few examples of common activities that may take place in meetings: Journal writing has become a very popular educational tool so much so that when one announces that students will be keeping a journal, a common groan often rises from the class. While the instructor believes that the unstructured, personalized writing that characterizes journaling can help students learn subjects as varied as literature and psychology, we are even more committed to journal writing as a key component of experiential learning. But this is not what makes the experience worthy of academic credit. The academic component of your community service results from your ability to systematically observe what is going on around you. This requires a kind of mental gymnastics that does not come without training and tools. A well- written journal is a tool, which helps you practice the quick movements back and forth from the environment in which you are working to the abstract generalizations you have read or heard in class. As with any tool, beneficial use of a journal takes practice. You must force yourself to just start writing. You should write an entry for each day you attend your community service and it should be written immediately upon leaving the community service. A journal is not a diary you are not merely recounting the happenings of the day.
Your entries, to be sure are based on the activities of the day, but they are more. Below are several ways in which you can move beyond a mere chronology of events. When you write them, you will not have a clear idea of what you will make of these details, but you will sense that they might be important later. Journals allow you to sound na ve. Most of us go through life viewing our experiences as isolated, unrelated events. We also view these happenings simply as the experiences they are, not as opportunities for learning. Psychologists refer to this type of lifeview as an episodic grasp of reality (Feuerstein, Rand, Hoffman, Miller, 6985), and it is not a habit we want to pass along to children. Instead, we want students to get into the habit of linking and constructing meaning from their experiences. Such work requires reflection. Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others. Reflection involves linking a current experience to previous learnings (a process called scaffolding ). Reflection also involves drawing forth cognitive and emotional information from several sources: visual, auditory, kinesthetic, and tactile. To reflect, we must act upon and process the information, synthesizing and evaluating the data. In the end, reflecting also means applying what we've learned to contexts beyond the original situations in which we learned something. Teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning.
Students Reflection on Community Service Learning
They organize instruction so that students are the producers, not just the consumers, of knowledge. To best guide children in the habits of reflection, these teachers approach their role as that of facilitator of meaning making. Unfortunately, educators don't often ask students to reflect on their learning. Thus, when students are asked to reflect on an assignment, they are caught in a dilemma: What am I supposed to do? How do I 'reflect'? I've already completed this assignment! Why do I have to think about it anymore? This course was beneficial to me in many ways and it will positively affect my future as online facilitator. I will start by mentioning the course design. I think that there are few online courses that are built as well as this course from design, development, adult learner and inclusiveness perspectives. Given its well planned and thought out structure, the course provided me a great example on how to build effective online courses and on just how essential good, proactive planning is in the virtual teaching environment. 75/85 is definitely true and should be a rule of thumb utilized by all online course designers and facilitators. Next, I’ll bring up the social collaborative learning and personal learning network assignments which reminded me of how essential our “peers” are when we teach (and learn) online. Things change continuously, technology glitches are ever present and we cannot, realistically, have all the answers all the time. So getting used to networking, being part of and supported by online professional communities is essential for our success as good online educators – an insight I learned via this course. Another foundational realization for my future as online teacher is related to the mixing of synchronous versus asynchronous learning environments. Using web conferencing and chatting in online courses may require, like everything else, good planning and time management, but once organized, they are very beneficial for building an online learning community, for creating online instructor presence, for organizing group assignment details and preventing misunderstandings inherent in text-based communications. Online learning’s flexibility, often assimilated with asynchronous discussions, does not have to eliminate synchronous communication tools.
Instead, synchronous communications have to be carefully crafted and built into online learning, preventing the possible issues and maximizing their inherent benefits for collaborative social learning. In conclusion, I felt I grew in my abilities as online facilitator because of this course. I learned new perspectives, collaborated with peer professionals, practiced new tools and reflected upon essential concepts such as community building strategies, planning versus management, synchronous versus asynchronous environments, context and audience, learning communities and resource sharing, concepts I have not considered or mastered to the current level before. These experiences will easily transfer over to my career allowing me to create effective course designs and facilitate engaging, learner focused online courses that build successful, long term collaborative communities. Register your PTA by Feb. 6 and access everything you need to host a successful program. 7567-7568 Call For Entries! This year's theme is Within Reach. Visit our virtual exhibition: What Is Your Story? And join us for an upcoming event. Apply for a grant and use our toolkit to enhance family and community engagement in arts education at your school. Almost 85 years ago, as Dr. José A. Cárdenas, IDRA’s founder and director emeritus, addressed a migrant education management training workshop in San Diego, California, on how to make power work for children. His statement is as timely today as it was then: I have found that the most effective parents and professionals… are effective not because of what they do but because of the philosophical understandings they bring to the task. Individuals must be clear and united in their purpose as advocates for children. Their purpose must be aligned with their perspective of what needs to change. One of those resources included the SEDL Outcomes of Professional Learning Communities for Students and Staff reports (Hord, 6997). These reports have indicated that professional learning communities have improved outcomes for staff and for students. The assisting forces included community leaders and role models, extracurricular activities, teachers nurturing respect and politeness, communication and the Coca-Cola Valued Youth Program.
The restraining forces included limited or negative expectations, student peer pressure, adult prejudice, and a stereotyping of English language learners and migrant families.