STUDENT RESPONIBILITY PART 2

 

Student responsibility

Part 2

7. I have the responsibility to do every bit of assigned homework with proper attention and them to pursue their own interests and practise skills in a variety of ways. Cater for different learning styles. Don’t expect everyone to respond in the same way. Integrate technology to encourage creative expression of learning.

8. Don’t play guess what’s in my head

Ask open-ended questions, with plenty of possible answers which lead to further questions. Acknowledge all responses equally. Use Thinking Routines to provide a framework for students to engage with new learning by making connections, thinking critically and exploring possibilities.

9. Talk less

Minimise standing out front and talking at them. Don’t have rows of learners facing the front of the class. Arrange the seats so that students can communicate, think together, share ideas and construct meaning by discussing and collaborating. Every exchange doesn’t need to go through the teacher or get the teacher’s approval, encourage students to respond directly to each other.

10. Model behaviors and attitudes that promote learning.

Talk about your own learning. Be an inquirer. Make your thinking process explicit. Be an active participant in the learning community. Model and encourage enthusiasm, open-mindedness, curiosity and reflection. Show that you value initiative above compliance.

11. Ask for feedback

Get your students to write down what they learned, whether they enjoyed a particular learning experience, what helped their learning, what hindered their learning and what might help them next time. Use a Thinking Routine like ‘Connect, extend, challenge’. Take notice of what they write and build learning experiences based on it.

12. Test less

Record student thinking and track development over time. Provide opportunities for applying learning in a variety of ways. Create meaningful assessment tasks that allow transfer of learning to other contexts. Have students publish expressions of their learning on the internet for an authentic audience. Place as much value on process and progress as on the final product.

13. Encourage goal setting and reflection.

Help students to define goals for their

 

 

 

http://www,umanitoba.ca/faculties/arts/ecnomics/cameron/success.html

By Lynne Marie Rowell, Christian brothers

University, Tennessee from the teacher

Professor January 1994, p.3

CHOOSE THE RIGHT!!!