| || |
Is failure a real and regularly option and experience for kids at your school?
At my school site, students are exposed to design thinking. Design thinking allows students to explore through the process of inquire, ideation, implementation, and repeat the process if the desired goal did not answer the essential questions. When students fail in their design and repeat the process of design thinking, this allows students with empowerment and accountability of their own learning. In addition, inquiry learning allows students to ask questions, reflect on their mistakes and insights. "Through the use of collaborative learning, students can explore a concept through discussions and interactions and (at times) able to fail. Through failure, students can learn from their mistakes, which will prevent them from occurring their own errors." Based on past semester's reading on "A New Culture of Learning," the author states how failure is a part of learning. As a result, students are able to fully engaged and persevere towards a real world essential question.
be imagination and analytical thinking, participate in constructive thinking over ongoing learning, make connections to develop creative learning experiences, and promotes cooperation and empathetic learning.
What conditions exist that make it to late to learn and reach competency in your school? Can you give an example?
Some conditions that exist and foster "too late to learn" environment at our school site "time crunch" during report card periods when district benchmarks and learning tasks must be administered. Grading and limited time to schedule re-assessment of students skills.
What would you do, if anything, to introduce/enhance “never too late to learn” structures in you school if you were the school leader?
Learning occurs in "new situations, they need time to recognize patterns, opportunities to use metacognitive thinking, experiences with success, and opportunities to apply what they have learned in new situations (Bransford et al., 2000)." Therefore, competencies can serve as a progress-monitoring tool that triggers tier 2 (or tier 3) supplemental and intensive interventions in an RTI model. I am the school wide Read 180 instructor and a participant for the Indian Tutoring Program, which allows students to have directed small group instruction to ensure students have a level of competency in English language. Riverview Language academy is a Spanish Immersion school, so students need to have the opportunity to reach competency in their primary language as well. Students in all grade levels should have the option for learning. For example, Scholastic Read 180 and System 45 is allocated for grades 4 and 5, which is an injustice for students in grad 2 and 3. Overall, allowing students the appropriate structures for learnings because people learn through a process were a purpose is established, scaffold instruction, and provide an opportunity were learner can participate in group work to clarify comprehensible input. Through the direct small group, these children are exposed to "never to late to learn" structure and have the scaffolds in place to ensure they can be successful in their home classroom.
What can you do in your present position to create “never to late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence?
In my sphere of influence, as a leader of education, I would share the structural ways to form a "never to late to learn" environment through collaboration, which allows educators to be proactive and share resources and opportunities to be reflective on their ow practice to best suit students needs. In addition, through the sphere of influence, educational leaders can have an open dialogue about student learnings based on inquiry learning or the gradual release of responsibility model, and homework assignment for independent practice to master skills taught in class. At the school site, through reflective open discussion, we know that we continue to foster a "never to late to learn" environment for students.
My commitment to increase learning opportunities:
- Ensure to celebrate "failure" and "successes" of students learnings
- Support the delivery of high-quality instruction based on Gradual Release of Responsibility (GRR model) to ensure students acquire cognitive responsibility to gain further comprehensible input.
- Inquiry or problem-based learning that provides students opportunities to ask questions and reflect on the content area
- Allow opportunities for reflective conversations with teachers about student learning
- Provide rigorous opportunities by means were students are challenged, but not frustrated to the point of giving up.
Fisher, Douglas; Frey, Nancy; Authors, Ian Pumpian (2012-04-27). How to Create a Culture of Achievement in Your School and Classroom (Professional Development) (Kindle Locations 1582-1583). Association for Supervision & Curriculum Development. Kindle Edition.