Communities of Learning and Thinking, or A Context by Any Other Name

Brown, Ann L.; Campione, Joseph C.

doi:10.1159/000418984

Cited by 300 publications

(191 citation statements)

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“…There are equally ardent supporters of progressive education, 6 which generally refers to classroom methods that focus on individualized instruction, encourage collaboration among students, provide hands-on learning activities, and stress informality in the classroom (e.g., Brown & Campione, 1990;Darling-Hammond, 1997;Darling-Hammond, Griffin, & Wise, 1992;Pea, 1994;Scardamalia & Bereiter, 1994). Researchers report that intrinsic motivation is enhanced when learning is student centered, that is, when students are provided with opportunities to exert control, to determine their fate, or at least to have a perception that they are doing so (e.g., Lepper & Chabay, 1985;Ng, Guthrie, Van Meter, McCann, & Alao, 1998).…”

Section: Progressive Approachmentioning

confidence: 99%

Tensions, Trends, Tools, and Technologies: Time for an Educational Sea Change

Shute¹

2006

ETS Research Report Series

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This report outlines three educational approaches: (a) traditional, the currently dominant approach, a largely lecture-oriented, authoritarian style that makes heavy use of assessments of learning, which are useful for accountability purposes but only marginally useful for guiding day-to-day instruction; (b) progressive, a highly student-centered approach that relies on assessments for learning, which can be very useful in guiding day-to-day instruction; and (c) unified, a new, integrated approach that uses the best of both kinds of assessments-for and of learning-and which leverages computer technology, educational measurement, and cognitive science to address factors that undermined earlier attempts to implement the progressive approach. This report examines some of the research, trends, and factors that should be considered, understood, and, in some cases, leveraged, in order to move toward the unified approach. Further, this report presents examples of how ETS projects are moving toward the new approach to harness assessment in the service of learning.

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Section: Progressive Approachmentioning

confidence: 99%

Tensions, Trends, Tools, and Technologies: Time for an Educational Sea Change

Shute¹

2006

ETS Research Report Series

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“…Over 2000 NetNews groups support discussion of topics as diverse as baseball, poetry, model railroading, Star Trek memorabilia, abortion, gun control, and religion. When focused on learning utcomes and scaffolded by different discourse structures, these discourse communities can become more purposive "communities of learners and thinkers" (Brown and Campione 1990) or "knowledge building communities" focusing on problems and depth of understanding, decentralized control, and a broader knowledge community (Scardamalia andBereiter 1993/1994). …”

Section: Computer-mediated Communication Technologiesmentioning

confidence: 99%

Constructivism and computer‐mediated communication in distance education

Jonassen

Davidson

Collins

et al. 1995

American Journal of Distance Education

713

357

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The fields of learning theory and instructional design are in the midst of a scientific revolution in which their objectivist philosophical foundations are being replaced by a constructivist epistemology. This article describes the assumptions of a constructivist epistemology, contrasts them with objectivist assumptions, and then describes instructional systems that can support constructive learning at a distance Limitations of Distance Learning TechnologiesIn an effort to supplement or replace live face-to-face instruction, technologicany mediated distance learning has more often than not merely replicated the ineffective methods that limit learning in face-to-face classrooms (Turoff 1995). Too often, potentially interactive technologies are used to present one-way lectures to students in remote locations. However, we believe that the most valuable activity in a classroom of any kind is the opportunity for students to work and interact together and to build and become part of a community of scholars and practitioners (Selfe and Eilola 1989;Bates 1990;Seaton 1993;Nalley 1995). A good learning experience is one in which a student can "master new knowledge and skills, criticany examine assumptions and beliefs, and engage in an invigorating, collaborative quest for wisdom and personal, holistic development" (Eastmond and Ziegahn 1995, 59). Technology used in distance education should facilitate these "good learning experiences" in an "extended classroom model" rather than broadcast teacher-centered lectures and demonstrations (Burge and Roberts 1993). A significant impediment to this goal is the fact that many teachers and instructional designers come to distance education from traditional backgrounds, bringing with them assumptions about teaching and learning that are not theory-based and do not translate well to technologicany mediated instruction (Schieman, Taere, and McLaren 1992). 7Our purpose here is to promote well-designed, mediated instruction that moves the teacher from podium to sideline, from leader to coach, from purveyor of knowledge to facilitator of personal meaning making (Romiszowski and de Haas 1989;Beaudoin 1990;Gunawardena 1992;Burge and Roberts 1993). Our belief is that technology can be used to create communities of learners and practitioners and can facilitate the interactions and activities necessary for solving real-world problems (Burge and Roberts 1993). Our focus in this paper is to show how constructivism can help us reconceptualize distance education by using the new technologies to significantly alter how we conduct distance education (Morrison and Lauzon 1992). Constructivist principles provide a set of guiding principles to help designers and teachers create learner-centered, collaborative environments that support reflective and experiential processes. Students and instructors can then build meaning, understanding, and relevant practice together and go far beyond the mere movement of information from instructors' minds to students' notebooks.

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“…We have made no attempt to precisely fit suggestions to individual competencies in the way one might treat isolated skills. To do so would be out of step with current conceptions of teaching and learning (e.g., Bereiter & Scardamalia, 1989;Brown & Campione, 1990;Froese, 1991;Goodman, 1986;Marshall, 1989). We offer a variety of interrelated activities, each of which could help language-minority students meet many of their reading and language needs in a variety of ways.…”

Section: Linking Reading Comprehension Instruction To Language Develomentioning

confidence: 99%

Linking Reading Comprehension Instruction to Language Development for Language-Minority Students

Anderson¹,

Roit²

1996

The Elementary School Journal

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Despite suggestions from research to the contrary, developing oral-language proficiency in languageminority students often takes precedence over reading comprehension. This report explores the use of reading comprehension instruction as a gateway for developing oral language in language-minority students. Based on classroom observations, analyses of videotapes of literacy teaching sessions, conversations with teachers and administrators, and analyses of demonstration lessons, six prevalent instructional issues, defined as competencies, were identified that could be developed in students to increase both reading comprehension and language development. These include the ability to use the English language with flexibility, to use less-imageable basic vocabulary, to consider larger contexts, to determine importance and unimportance of aspects of text, to elaborate responses, and to engage in natural conversations. A discussion of these competenicies is followed by a set of suggestions for teaching them that draw upon the primary language, cognitive strengths, and social skills of languageminority students. Although these teaching suggestions focus on the development of reading comprehension, they also provide natural opportunities for students to increase their understanding and use of English. Suggested teaching activities include: shared reading; vocabulary networking; expanding contexts; predicting; encouraging the use of imagery; teaching about text structures; questioning, identifying problems, and sharing strategies; text explaining; arranging for conversational opportunities; and using culturally familiar informational texts. Recommendations for implementing these instructional activities by grade level are included.Anderson & Roit Linking Reading Comprehension Instruction -2

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Communities of Learning and Thinking, or A Context by Any Other Name

Cited by 300 publications

References 0 publications

Tensions, Trends, Tools, and Technologies: Time for an Educational Sea Change

Tensions, Trends, Tools, and Technologies: Time for an Educational Sea Change

Constructivism and computer‐mediated communication in distance education

Linking Reading Comprehension Instruction to Language Development for Language-Minority Students

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