from Terry Haik
Learning is a culture.
It starts there – with students first as human beings who need to understand their environment. And she ends there – with students who use what we bring home to them in these physical and digital environments.
Even practices that encourage or undermine the learning process itself are the first and most important human and cultural artifacts. Literacy, curiositySelf -efficiency, ambition and other important agents of training are born in the local home environment.
In addition, the training continues, permanent and alive – just like a culture.
But what about your classroom? Can you promote a particular culture there strategically or just happens, a seemingly random product of a student list tasks mixed with your personality as a teacher?
And besides, what is a “learning culture” and can you create one yourself? The brief answer is that the culture of learning is “a collection of thinking habits, beliefs for oneself and joint work processes that lead to sustainable critical training.” Or I think about it anyway.
Can you cause this to happen? Of course you can. Almost anything can be learned – and it has learned. It’s just a matter of identifying the desired characteristics and then using Gradual release of a model of responsibilitydeliberately letting this happen.
Deliberate rental can look like an oxymoron – well, it’s an oxymoron. The idea here is to create conditions favorable for some result – here is a culture of learning – and then get out of the way. You cannot cause curiosity, enthusiasm or love.
But you can let them happen.
How to use the gradual release of the model of responsibility to become more confident students
1. Show them
Model “thinking habits, beliefs about yourself and joint work processes that lead to prolonged critical training.” Demonstrate thought signs, reflective writing, metacognitive conversations and other human practices and habits that lead to learning, and then re -reflect on their impact. How they were successful. Where they fell. What you can do next time.
In order to use the gradual release of the responsibility model, students need to see others who use it and who better model it, but you?
2. Help them
The next step in the gradual release of the responsibility model is to help students do what you showed themselves. Put them in groups. Have them publish their thinking in writing or in a podcast. There is a lot of ways in which students can make the training apparentlyS
And so try to provide them with soft pillows to land when they fail. Offer strategies, coaching and general support. Help them publish their thinking – the right bits at the right time with the right audience. Help them evaluate their performance. Help them create their own standards for their own work.
Ask them to review old ideas, old scriptures and old projects. At this point, the big idea is to simply help them develop the autonomy you model in the first step. Autonomy is both the cause and the effect of confidence and both are necessary in the creation of a learning culture.
3. Let them
The last stage of encouraging the learning culture in your classroom is simply to get out of the way. Give them just enough to be able to take off on their own. Theme. Community. Idea for a project. Application. A problem (in their eyes) that is worth solving.
Think about Combined training Model – Then let them show what they can do. And if they just sit there as bumps in a diary, go back to step # 1.
Developing confident students using the gradual release of the responsibility model requires after helping them and helping you leave them. What you actually “leave” depends, of course. Mathematical problem, production project, official debate, reading test – whatever you modeled for them and then helped them do it. To create confidence in students, you must show them that you are trusting them.
If they “fail”, it is good. The failure is a critical part of learning; Just go back to the previous step and “help” them again.
Conclusion
If we consider the definition of culture as “customs and beliefs of a community of human beings”, then the fact that culture precedes and continues training makes sense. There is an ecology of the learning process that cannot be extracted, unpacked or tightly sequence to fit into some EDU-Box the way you hoped you could.
I want to say that you can pull it in a box, but at the risk of losing the type of sustainable learning culture, this is the whole meaning of all this.
