Building a Caring Community for Learning: Multiculturalism in Action

1998 ◽  
Vol 18 (2) ◽  
pp. 32-35
Author(s):  
Victoria R. Fu ◽  
Andrew J. Stremmel ◽  
Lynn T. Hill
Keyword(s):  
Caring Community ◽  
Community For Learning

Building the Community

2018 ◽  
Author(s):  
Marilyn Watson
Keyword(s):  
Caring Community ◽  
Shared Experiences ◽  
Shared History ◽  
Class Meetings ◽  
Whole Class ◽  
Do So

Laura used a variety of activities to help her students see themselves as part of a caring community from which they drew benefits and to which they had responsibilities. She engaged them in setting goals and norms for the classroom, provided lots of opportunities for shared experiences, and helped them build a shared history. She used class meetings to help them feel part of the whole class, and, together with her students, created special customs and experiences that helped define them as a group. Perhaps, most important, she encouraged her students to share in the responsibility for creating and maintaining their community, and she helped them do so.

scholarly journals Scratch Commuinty Blocks: Supporting Children as Data Scientists

2017 ◽  
Author(s):  
Sayamindu Dasgupta ◽  
Benjamin Mako Hill
Keyword(s):  
Case Studies ◽  
Online Community ◽  
Computer Programming ◽  
Self Reflection ◽  
Young Learners ◽  
Community For Learning ◽  
Answering Questions ◽  
New System

In this paper, we present Scratch Community Blocks, a new system that enables children to programmatically access, analyze, and visualize data about their participation in Scratch, an online community for learning computer programming. At its core, our approach involves a shift in who analyzes data: from adult data scientists to young learners themselves. We first introduce the goals and design of the system and then demonstrate it by describing example projects that illustrate its functionality. Next, we show through a series of case studies how the system engages children in not only representing data and answering questions with data but also in self-reflection about their own learning and participation.

scholarly journals PENDAMPINGAN PEMBELAJARAN MODEL PBL BERBASIS CARING COMMUNITY DALAM MATEMATIKA SUB BAHASAN PERBANDINGAN BAGI GURU MATEMATIKA SMP IBRAHIMY 1 SUKOREJO SITUBONDO

2021 ◽  
Vol 3 (2) ◽  
pp. 167-192
Author(s):  
Moh. Atikurrahman ◽  
Mar’atus Sholehah
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Learning Model ◽  
Group Model ◽  
School Teachers ◽  
Caring Community ◽  
Planning Stage ◽  
Junior High School Teachers

The mentoring and training activities for junior high school teachers in the innovation of the Caring Community-based PBL learning model go through three stages, namely planning, implementation, and evaluation. At the planning stage, the process of identifying problems, making work plans (work plans), and classifying teaching practice tasks is carried out. There are 5 groups with the same target material. At the implementation stage, it consists of two stages; 1) training on caring community learning models with a student centered approach which includes group model class management techniques, learning media design. 2) mentoring the learning practices of junior high school teachers in the classroom based on the ability level group, group L, and group M. Evaluation activities are carried out at the end of the activity to make improvements to mistakes, teacher weaknesses in the process of implementing the learning model.

scholarly journals TOWARDS AN ACTIVE CARING COMMUNITY IN BRUSSELS

2018 ◽  
Vol 2 (suppl_1) ◽  
pp. 217-217
Author(s):  
A Smetcoren ◽  
L De Donder ◽  
D Duppen ◽  
N De Witte ◽  
O Van Mechelen ◽  
...  
Keyword(s):  
Caring Community

Configuring School and Community for Learning: the role of governance

2004 ◽  
Author(s):  
Stewart Ranson
Keyword(s):  
Learning Community ◽  
Cultural Traditions ◽  
School And Community ◽  
Excellent Teachers ◽  
Pedagogic Practices ◽  
Motivation And Learning ◽  
Community For Learning

The argument of the paper proposes that learning grows out of motivation which depends upon recognising and valuing the distinctive qualities of each and the cultural traditions they embody. If learning expresses a journey between worlds, the challenge for the school is to create a learning community that brings together local and cosmopolitan in its pedagogic practices. This configuration of the school and its communities, by interconnecting the symbolic orders of each, creates the conditions for relevance, motivation and learning. Excellent teachers have always sought, as a defining principle of their individual practice, to relate activities within their classroom to the interests of the child. But the argument being developed here proposes that this configuration is a strategic and systemic task for the governance of school as a whole institution.

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