Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (14)
Semelhante a Learning Communities Presentation
Semelhante a Learning Communities Presentation (20)
Mais de College of Southern Maryland Faculty
Mais de College of Southern Maryland Faculty (20)
Último
Último (20)
Learning Communities Presentation
- 1. Communities of Learning Rick Dollieslager and Dawn Hayden Thomas Nelson Community College
- 2. What are learning communities? Formal versus informal
- 11. Natural Human Learning Process The Three Brain Divas
- 21. Communities for Academic Success English Elite (12 credits): ENG 109 MWF 9:00–9:50 SDV 100 M 10:00–10:50 ENG 5 TR 9:00–10:40 ENG 1 TR 11:00–12:40
- 24. Number of COL Classes
- 26. Enrollment
- 28. Retention Rates Over 12 Month Period
- 29. SP 08 Academic Success Communities Progressive and Non-Progressive Grade
- 30. FA 08 ENG 01/107 Progressive and Non-Progressive Grades
- 32. " But should all these reasons fail to move you or your administrative and faculty colleagues, your institutions need to promote learning communities for a very simple reason. Namely that they enhance student learning and serve as gateways for subsequent student success, the hoped for goal of higher education. It really is that simple ." (Tinto, http://soeweb.syr.edu/hed/tintospeech.html )
Notas do Editor
- Dewey and the social nature of learning A group of people come together with specific learning goals A learning community addresses the learning needs of its locality through partnership. It uses the strengths of social and institutional relationships to bring about cultural shifts in perceptions of the value of learning. Learning communities explicitly use learning as a way of promoting social cohesion, regeneration and economic development which involves all parts of the community. (Yarnit, 2000, p. 11) Formal and informal
- with — it is absolutely ESSENTIAL to create a team that can work together comfortably. Egos and emotions needs to be able to be placed aside so that work can actually be accomplished so team members must be able to speak to each other openly and honestly. Our experience to date has been that those COLs with effective FLCs have a higher student success rate than those FLCs with faculty who rarely meet and have difficulties working together Plan opportunities for faculty to get together with team members i.e. retreat Planning retreat (one day with lunch included) is the best way to have faculty work together. This allows them time to get to know each other (if they have never worked together before), to review and exchange textbooks and other relevant resources Ice breaker activities Social non-threatening environment with some guided activities Time to share dos and don ’ ts Introduce Learning Coaches and allow learning coaches to talk to and brainstorm with teams to determine best uses REVISE o Review reports discussions about what is working and what isn ’ t o Meet to brainstorm ways to improve; resources required Be choosy about who you work ASSESS!!! Mid-term and end of year reviews are NOT just student centered. It is equally important to review and assess how faculty are working together i.e. what is working well; what can you do differently or better; program or course issues?
- FALL 09 is now 36 classes!
- FA 09: COL Total Students: 270 Total seats: 567 Total COL credit hours: 1639 Total FTEs: 109
- Fall 09: 34 classes offered compared to 19 in Fall 08
- "But should all these reasons fail to move you or your administrative and faculty colleagues, your institutions need to promote learning communities for a very simple reason. Namely that they enhance student learning and serve as gateways for subsequent student success, the hoped for goal of higher education. It really is that simple." (Tinto, http://soeweb.syr.edu/hed/tintospeech.html )