Learning Communities

Features of Learning Communities Three dimensions of classrooms: (1) Classroom Properties (2) Classroom Processes (3) Classroom Structures

Classroom Properties Classrooms are “ecosystems” in which the inhabitants interact within a specific environment for the purpose of completing activities and tasks. Six properties of classrooms (Doyle, 1986): -Multi-dimensional -Simultaneity -Immediacy -Unpredictability -Publicness -History

Classroom Processes The Schmucks (2001) identify six group processes that, when working in relation to one another, produce a positive classroom community. -Six classroom processes: -Communication -Friendship/cohesiveness -Expectations -Norms -Leadership -Conflict

Classroom Structures Classroom structures are the ways classrooms are organized around learning tasks and participation and the ways goals and rewards are defined.

Task Structures The work students are expected to do in classrooms and the cognitive and social demands placed on them as they perform particular lessons are called task structures. The way lessons are arranged and the learning demands that lessons place on students.

Goal/Reward Structures (1) Cooperative goal structures exist when students perceive they can achieve their goal if, and only if, the other students with whom they are working can also reach the goal. (2) Competitive goal structures exist when students perceive they can reach their goal only if other students do not reach the goal. (3) Individualistic goal structures exist when students perceive that their achievement of a goal is unrelated to achievement of a goal by other students.

Participation Structures The established rules that determine who can say what, when and to whom during classroom discourse.

Stage 1: Facilitating group inclusion and psychological membership. Main Idea: Know your students, and make them feel comfortable within the classroom… Names Backgrounds Learning styles Interests Values Expectations Needs/disabilities Etc.

Stage 2: Establishing rules and routines Establish a classroom climate(day 1) Class rules, respect, etc. Class expectations Class goals Needs as a collective body. Etc.

Stage 3: Establishing shared influence and collaboration Attendance Participation Contributions Collaboration Cooperation Social construction of knowledge

Stage 4: Pursuing academic goals Individual goals Group goals Class goals Etc.

Stage 5: Accomplishing self-renewal Transition Closure Reflection Growth