Creating Whole Language Classrooms: Steps to Becoming Learners Again.

Autor/in	Andrews, Sharon Vincz
Titel	Creating Whole Language Classrooms: Steps to Becoming Learners Again.
Quelle	(1990), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Leitfaden; Classroom Environment; Classroom Techniques; College Students; Cooperation; Educational Innovation; Higher Education; Language Arts; Learning Strategies; Learning Theories; Student Journals; Teacher Education; Teacher Student Relationship; Whole Language Approach + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenführung; Collegestudent; Co-operation; Kooperation; Instructional innovation; Bildungsinnovation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachkultur; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Studentenzeitung; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Integrierter Sprachunterricht
Abstract	Three basic beliefs support teaching: (1) learning is social and individual; (2) learning must be personally meaningful; (3) learning rests upon a knowledge base that is constructed, not transmitted. The first step to creating an environment which supports learning in meaningful ways is for the teacher and students to become better inquirers into their own ways of learning and knowing and to begin to articulate questions which can direct their thinking during the semester. Transactional replays help to better understand students' resistance to process curriculum in reading and language arts methods classes and the new role for the teacher in relation to students. This strategy involves jotting down notes on conversations during team work times and reading them back to the students to begin asking theoretical questions. This reflective process enables the class to see their instructional histories and ways of knowing as educators, their vision of the ideal, and their process of negotiating the current curriculum of the class. New views of learning surface as the community of learners evolves; students begin to see themselves as developing knowledge bases within their groups through the group process. Students are supported in their journeys toward self-knowledge and subject knowledge by group sharing and interaction. Teachers must develop curriculum structures, an audience for all voices, and places to take the risks which support authentic teaching and learning. The roles in the classroom and the curriculum structures created must continue to evolve practically and meaningfully as beliefs about knowledge sources and construction expand. (Twenty-three references are attached.) (MG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC