Building a “can” culture in your classroom

go through Terry Heick

The long-term outcome of any school should not only be skilled students, but also attract learners. “Enable” learners can master macro perspectives, discover micro-details, ask questions, plan new knowledge and transfer thinking in different situations. Content is not achieved through the content “knowledge holding” or even through the passionate fire. able.

First, it is important to realize that “culture” consists of tangible factors (students) and intangible factors (curiosity). It’s always there too – whether it exists or not we as educators acknowledge this. It precedes formal learning and will last for a long time, after which the formal learning experience has passed.

study”I can”
If learners want to develop ablehe or she must study. Although some students are more naturally confident or proactive than others, able It’s slightly different from faith. able is a combination of knowledge and self-efficacy developed through experience – a goal judged by internal and external standards also drawn by internal and external.

So how did this happen? Where does it come from?

exist Development Thoughtsan anthology of ways to teach art Costa’s editing ideas, has suggestions to promote cognitive and metacognitive, including “creating a safe environment,” “following students’ thinking,” and “teaching questions, not answers.”1

These suggestions usually have emotional roots, which means that learning must be emotional (this meaning is hard to get rid of). A broad teaching method works almost every time – and a culture can be created here able – is the gradual release of the responsibility model.

Three ways to create “can”

The gradual release of the responsibility model can be neatly summarized as “Tell me, help me, let me.” From teacher-supported observation roles to collaborative roles with “more knowledgeable others” and ultimately to independent roles that hopefully can be maintained the cooperative role, from the teacher-supported role to the cooperative role.

By definition, this pattern starts with the teacher of control each time and ends with the expectation that the learner will assume control. It does not bring learners deep into the application of skills and concepts they have not yet prepared, but rather puts a burden on the teacher to proficiently simulate thoughts and practices – and further view the final results of learning as a control, The process of independent action.

2. Intentionally use individual students as cultural makers

Students can gather individually to create a larger culture. Class-based habits, the tone of critical discussion, the mood of collaborative homework, and the relative ambitions for projects and academic work all contribute to the culture of the classroom. If this culture comes from top down, it will eventually speak and “expect” more than the actual culture. Culture is organic and nearly impossible to impose – but can be cultivated and grown.

Respect for learners’ contributions is a key factor. This is different from acknowledging their achievements, which can be academic or patronized. However, the contribution involves nuances – support roles, emotional support, mini Millerstons in long-term projects, and other “secondary” actions.

In fact, the nuance here is more than any 35-student teacher can find time highlights. But when you make pointing out, highlighting and attracting attention to these behaviors and cognitive behaviors, you end up seeing other students do the same.

When this happens, you are creating culture!

3. Diversified and authentic – Successful term

No one wants a good satin bring to engage, but coming up with real learning terms can bring or destroy children’s experiences for learning.

The more diverse reading and writing are, the more options are built into the project, the more self-designed columns, the more “self-published” the multimedia, and the more realistic success is. We (hopefully) go beyond strict “scholars”, teachers decide on goals, fields and “end game” terms and move to a truly learner-centric place where students don’t make almost nothing Superficial decisions to change the learning process, but to establish their own reasons for learning, their own standards of quality and indicators of success.

This is the basis of a culture able.

1 page 12-13, Development Thoughts: Resource Book of Teaching Thinking. “Thinking in context: Teaching of open thinking and critical understanding.”

2a cites the relative term Lev Vygotsky, which identifies a “knowledge holder” during the learning process.

Image Attribution Flickr user Luciellaribiero; build a “can” culture in your classroom; this article was written by Terry Heick and was originally published on edutopia.org.