What does the classroom look like and how does it feel? (2010, December). 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. Based on built projects on our site. Doll, B. 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. They also need to receive constructive feedback and continuously reflect on their progress given the relevant success criteria. Does the space lend itself to peer dialogue? Instead, we can think of learners through an asset lens. Educators have tremendous influence over the lived experience of school beginning with the pedagogical practices they employ and the relationships they establish. Doll, B. the communication skills of the members of the learning community. House C. Renovation Boorsem 2002-2006. American Psychologist 55(1), 68-78. Establishing a positive caring relationship between educator and student provides an opportunity for the educator to know their learners, their strengths and interests. 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. 1-0. paris sg . Oh, and did I mention, it is a whole lot more fun for the educators too? By Kelly Rizzo | June 11, 2018. Positive school climate. rich and relevant learning opportunities, the climate of the learning environment, and. Lens°ass has 1 project published in our site, focused on: Residential architecture, Refurbishment. 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. Notify me of follow-up comments by email. 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). 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. (2010, December).

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. References Nice is not enough: Facilitating moral development. Principal Leadership, 12–16. 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.

Nucci, L. (2009). Other projects Is there flexible seating and access to resources? 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. This takes practice and direct instruction with feedback. 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. bordeaux . 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. Mental health and wellbeing, pedagogy, learning for all. Second, is the climate of the classroom, the physical space, and how members of that community conduct themselves within that space. round 3 fri 11 september. Sign up for our newsletter and be the first to hear about new resources as they’re published to The Learning Exchange. Instead, we can think of learners through an asset lens. Renovation Boorsem 2002-2006. 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. 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. 0-0. ol . Positive school climate. rc lens . 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.

Self determination theory and the facilitation of intrinsic motivation, social development, and well-being. sat 12 ... asse . Upper Saddle River, NJ: Pearson Education. Ryan, R., & Deci, E. (2000). Principal Leadership, 12–16. Are ideas valued, built upon, and respectfully challenged? Learning with an Asset Lens. 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. 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. The outcome is improved ideas or solutions to challenges.