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ES354 Learning Community Model

ES354 Learning Community Model. Anna Raines, Bethany Mazjner , Cassie Shelling, Elizabeth Smidt , Holly Gibson & Sarah Bailey.

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ES354 Learning Community Model

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  1. ES354 Learning Community Model Anna Raines, Bethany Mazjner, Cassie Shelling, Elizabeth Smidt, Holly Gibson & Sarah Bailey

  2. ‘I believe that we educators hold in our hands the power to form, or deform, students’ souls, their sense of self and their relation to the world’ (Palmer 1999, p. 2)

  3. NEIGHBOURHOOD

  4. ROOF FRONT DOOR WINDOWS PEOPLE GARDEN FENCES ROADS

  5. FOUNDATIONS PILLARS & BEAMS ARCHWAYS & WALLS

  6. Foundations ‘Together, we are his house, built on the foundation of the apostles and the prophets. And the cornerstone is Christ Jesus himself’ (Ephesians 2:20, NLT).

  7. Foundations ‘‘The essence of Christian education is to enable students to think and act reflectively for themselves, rather than just to respond to the word or will of an authority figure’ (Knight, p. 246).

  8. Foundations . . .‘teachers facilitate learning by providing positive learning environments that stimulate active, self-directed learning’. (Van Brummelen 2002, p 31).

  9. Pillars & Beams There are 4 main pillars of our model that build and maintain learning communities: • Values: • Love and respect • Commitment • Striving for excellence • Inclusion/Well-being • (Curriculum and Assessment) • Mission of the School • Collaboration (relationships)

  10. Walls & Archways A Christian school’s curriculum must support holistic education which aims to develop the head, heart and hands academically, spiritually, emotionally, socially and physically. (Maitland 2011, ¶ 4)

  11. Roof Physical safety is prerequisite to emotional safety. Emotional safety is prerequisite to learning. Both are needed for productive learning environments to built. (Jensen & Kiley 2000, p. 184)

  12. People ‘Supportive relationships are the heart of a community’ (Schaps 2003, p. 32)

  13. People Learning communities should encourage ‘respect for difference . . . And absolute regard for the intrinsic worth of every individual’ (Shields 2004, p. 38) Such communities should ‘develop these norms together, with openness and respect, as they share their diverse perspectives’ (Shields 2004, p. 38)

  14. Teachers • Teachers have a ‘responsibility to ensure that teacher effort is distributed in proportion to the needs of all the pupils’ (Pollard 2008, p.160). • Teachers need to model love and respect for members of the class, school and wider community so that students understand what it means to love and truly embrace differences. (Maitland 2011, ¶ 4).

  15. Teacher-Student Relationship Teachers are called to create an ‘open-space’ for all students, within which there is no right method used as the needs of each community emerge according to the identity of the group (Palmer 1997, p. 9-11).

  16. Teacher-Student Relationship The student-teacher relationships are developed mutually, ‘as teachers and students are called to work together for the purpose of learning’ (Stronks & Blomberg, 1993). In an inclusive learning community, the learning of each member is considered equally important ‘and because their needs are important, their needs are different’ (Dickens 2006, p. 12).

  17. Garden The teacher should ‘... ensure that the classroom environment is comfortable and welcoming-it should be best suited to the needs of the students. (Maitland, J 2011, ¶ 4).

  18. Fences The rules determined in the classroom can help set the culture and atmosphere the teacher wants for their classroom (Woolfolk & Margetts 2007, p. 426).

  19. Roads The wider school community is important to student learning, as it ‘helps student to view themselves as part of a larger community’.

  20. NEIGHBOURHOOD

  21. God created people to live in community with one another. (Young 2007, p. 299) Christian school relationship with God must also be acknowledged. (Young 2007, p. 310) The Christian school community regularly reaffirms its shared commitment to God. (Stronks & Blomberg 1993, p. 67).

  22. References Frog Hollow 2011, Neighbourhood Services, graphic, http://www.froghollow.bc.ca/neighbourhood_sub3.html [Accessed 2 June 2011]. The Ultimate 2010, The Deed Is Done, graphic, http://teamfrisbee.blogspot.com/2010/05/deed-is-done.html [Accessed 2 June 2011]. Easterday, B 2005, From 2D To 3D In One Click With TurboCAD, graphic, http://www10.aeccafe.com/nbc/articles/view_weekly.php?section=magazine&articleid=259548&printerfriendly=1&interstitial_displayed=Yes [Accessed 2 June 2011].

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