Common Definition of Community of Learners
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Common Definition of Community of Learners
A common definition of community of learners, or learning community, is a process
of informed participation in which both instructors and students contribute support
and direction in shared actions that lead to new understanding. Informed
participation requires social changes and new systems that provide the opportunity
and resources for discussion, debate, and subsequent learning (e.g. Barkley, Cross, &
Major, 2005; Fischer & Ostwald, 2002; Rogoff, Matusov, & White, 1996).
One approach to fostering the sense of learning community is Learner-centered
education (LCE). LCE reorients the instructional process by placing the learner, not
the content or the instructor, at the center of the learning process. It does so by
structuring learning environments that actively engage each learner regardless of
specific individual differences. By providing the learner with a sense of academic
control through recognized learning objectives, frequent engagement, and ongoing
evaluative feedback, LCE enhances learner success, particularly the success of non-
traditional learners with disparate backgrounds (Weimer, 2002).
Regarding higher education, Chickering and Zelda (1987) have presented seven
principles that have weathered debate over time and are still very applicable to
learning and teaching. Following is a brief summary of the Seven principles for Good
Practice in Undergraduate Education as compiled in a study supported by the
American Association of Higher Education, the Education Commission of the States,
and The Johnson Foundation.
- Good Practice Encourages Student-Faculty Contact. Frequent student-
faculty contact in and out of classes is the most important factor in student
motivation and involvement. Faculty concern helps students get through
rough times and keep on working. Knowing a few faculty members well
enhances students’ intellectual commitment and encourages them to think
about their own values and future plans.
- Good Practice Encourages Cooperation among Students. Learning is
enhanced when it is more like a team effort than a solo race. Good learning,
like good work, is collaborative and social, not competitive and isolated.
Working with others often increases involvement in learning. Sharing one’s
own ideas and responding to others’ reactions improves thinking and
deepens understanding.
- Good Practice Encourages Active Learning. Learning is not a spectator
sport. Students do not learn much just sitting in classes listening to teachers,
memorizing pre-packaged assignments, and spitting out answers. They
must talk about what they are learning, write about it, relate it to past
experiences, and apply it to their daily lives. They must make what they
learn part of themselves.
- Good Practice Gives Prompt Feedback. Knowing what you know and
don’t know focuses learning. Students need appropriate feedback on
performance to benefit from courses. In getting started, students need help
in assessing existing knowledge and competence. In classes, students need
frequent opportunities to perform and receive suggestions for
improvement. At various points during college, and at the end, students
need chances to reflect on what they have learned, what they still need to
know, and how to assess themselves.
- Good Practice Emphasizes Time on Task. Time plus energy equals
learning. There is no substitute for time on task. Learning to use one’s time
well is critical for students and professionals alike. Students need help in
learning effective time management. Allocating realistic amounts of time
means effective learning for students and effective teaching for faculty. How
an institution defines time expectations for students, faculty,
administrators, and other professional staff can establish the basis for high
performance for all.
- Good Practice Communicates High Expectations. Expect more and you
will get it. High Expectations are important for everyone – for the poorly
prepared, for those unwilling to exert themselves, and for the bright and well
motivated. Expecting students to perform well becomes a self fulfilling
prophecy when teachers and institutions hold high expectations of
themselves and make extra efforts.
- Good Practice Respects Diverse Talents and Ways of Learning. There are
many roads to learning. People bring different talents and styles of learning
to college. Brilliant students in the seminar room may be all thumbs in the
lab or art studio. Students rich in hands-on experience may not do so well
with theory. Students need the opportunity to show their talents and learn
in ways that work for them. Then they can be pushed to learning in new
ways that do not come so easily.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
discuss the development of a lesson plan and how the Seven principles for Good
Practice in Undergraduate Education affect the lesson plan.
Follow-up
What are the strengths of your lesson?
What are the weaknesses?
If you look at the lesson plan as an action plan for use in settings other than education,
how might you adapt this tool?
In preparation for next class complete the reading of Bennis and Thomas’s Crucibles
of leadership using SQ3R.
Whole Task Objectives Follow-up
How does a lesson plan relate to diverse (diversity) and complex issues?
How might understanding how to implement a lesson plan and the teaching that
follows the lesson plan affect your personal development?
Toolbox Principles for teaching
References
Barkley, E., Cross, K., & Major, C. (2005). Collaborative learning techniques. San
Francisco, Jossey-Bass.
Chickering, A. & Zelda, G. (1987). Seven principles for good practice in undergraduate
education. March AAHE Bulletin.
Fischer, G. & Ostwald, J. (2002). Computers in education, 2002. Proceedings.
International conference on, vol.1, 378- 381.
Rogoff, B., Matsuov, E., & White, C. (1998). Models of teaching and learning:
Participation in a community of learners. In D. R. Olsen & N. Torrance (Eds.), The
Handbook of Education and Human Development — New Models of Learning,
Teaching and Schooling, (pp. 388-414). Blackwell, Oxford,.
Weimer, M. (2002). Learner centered teaching. San Francisco, Jossey-Bass.
- Transformational Experiences
Q&A
Address any issues from prior session.
18.1 Objective
Describe factors affecting your personal development.
Whole Task Objectives
Describe factors addressing diverse and complex issues.
Describe factors affecting your personal development.
Relevancy
How important are transformational experiences in molding leadership? Given the
effect of a transformational experience, how might this experience affect our ability to
bring about innovation, experiment, and take risks?
Transformation literally means going beyond your form. –Wayne Dyer
Prior Learning
Trait-based theory is an early leadership concept that describes the types of behavior
and personality characteristics associated with effective leadership. Zaccaro (2007)
argues that despite its long history, a consensus about the role of leader traits,
mechanisms of influence and role of situation has remained somewhat indefinable.
Instead, efforts should be directed towards combinations of traits and attributes,
integrated in conceptually meaningful ways, rather than additive or independent
contributions of several single traits that are intended to predict leadership.
Vroom and Jago (2007) point to three distinct roles that situational variables play in
the leadership process. First, organizational effectiveness is affected by situational
factors not under leader control. Second, situations shape how leaders behave. And,
third, situations influence the consequences of leader behavior. Debate between
person and situation has evolved into contingency theories that are capable of dealing
both with differences in situations and with differences in leaders. Contingency
theories focus research at the types of people and behaviors that are effective in
different situations.
Pretest
Do you believe you have experienced a transformational event that has molded you?
Rate your sense of belief from 0 to 100, 0 being not at all sure, and 100 being
completely sure.
Do you think a transformation event can affect one’s leadership? Explain.
Activity
Bennis and Thomas (2002) in their article Crucibles of Leadership present the
metaphor of the crucible to that of the transformational experience in that a crucible,
a device to melt metals at high temperatures, was a transforming device used by
alchemists. This metaphor is also developed in Geeks and Geezers (Bennis & Thomas,
2002).
Dash (2005) argues that Geeks and Geezers (Bennis & Thomas, 2002) is similar to other
leadership texts in that it starts with successful leaders, looks for achievement patterns
to identify a set of successful leadership competencies. But, differs in that the authors
pose the question as to why some people are able to extract wisdom from experience,
however harsh, and others are not. In comparing Geeks, those under thirty five, and
Geezers, those over seventy, the geeks were found in the “era of options” whereas the
geezers were in the “era of limits” yielding the perception that “Geezers at roughly age
30 were striving to put instability behind them, while geeks were impatient to shake
things up” (p84). Additionally, Bennis and Thomas contend that each leader had at
least one transformational experience, or crucible, that served as a critical event in
defining the leader (p 14). Hence, Dash (2005) summarizes that the focus is not so
much on observable attributes, but on the interaction between the individuals and
their environments that might have taken place in the past.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify and define key points of the article.
With consideration to the article, Crucibles of Leadership, briefly summarize the
authors’ definition of leadership …
the role of transformational experience or event in leadership …
and your perspective of the definition of leadership with regards to the article.
Consider the issue of leaders as gifted people or ordinary people who have gone
through special experiences. View selected clips from The Kid and consider the
transformational experiences: Unwelcome Visitor (3:26), Hallucinations (~2), Why Are
You Here (2:41), What’s Next (3:32), Schoolyard Bullies (2:07), and I Am Not a Loser
(5:35).
If time permits and using Think-Aloud Pair Problem Solving (TAPPS) collaborative
groups of two will identify and relate a transformational experience to a point of
discussion in the article.
Follow-up
What is a transformational experience?
Are leader’s gifted people or ordinary people who have gone through special
experiences?
Can you identify a personal transformational experience or experiences?
Compose a brief self-reflective paper identifying some key experiences that you
believe have shaped your life.
How might these personal experiences affect your leadership of a project?
Consider a classic read Bennis, W. G. & Thomas, R. J. Geeks & geezers: How era, values and defining moments shape leaders.
Whole Task Objectives Follow-up
Does a transformation experience connect to the idea of diverse and/or complex
issues?
How might a transformational experience affect your personal development?
Toolbox Transformational experience
References
Bennis, W. G., & Thomas, R. J. (2002). Geeks & geezers: How era, values, and defining
moments shape leaders. Boston, Massachusetts: Harvard Business School Press.
Bennis, W. G. & Thomas, R. J. (2002). Crucibles of leadership. Harvard Business Review,
Sep2002, Vol. 80 Issue 9, p39-45. Retrieved June 27, 2009 from
http://worldcatlibraries.org/registry/gateway/?issn=0017-
8012&aulast=Bennis&aufirst=Warren&date=2002&atitle=Crucibles%20of
%20Leadership.&title=Harvard%20Business
%20Review&volume=80&issue=9&spage=39?
Dash, D. P. (2005). Logic of leadership research: A reflective review of Geeks & Geezers
by Bennis and Thomas. Journal of Research Practice, 1(1), Article R1. Retrieved March
8, 2009 from http://jrp.icaap.org/index.php/jrp/article/view/2/4
Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American
Psychologist, 62, 17–24.
Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62,
6–16.
http://jrp.icaap.org/index.php/jrp/article/view/2/4
http://worldcatlibraries.org/registry/gateway/?issn=0017-8012&aulast=Bennis&aufirst=Warren&date=2002&atitle=Crucibles%20of%20Leadership.&title=Harvard%20Business%20Review&volume=80&issue=9&spage=39
http://worldcatlibraries.org/registry/gateway/?issn=0017-8012&aulast=Bennis&aufirst=Warren&date=2002&atitle=Crucibles%20of%20Leadership.&title=Harvard%20Business%20Review&volume=80&issue=9&spage=39
http://worldcatlibraries.org/registry/gateway/?issn=0017-8012&aulast=Bennis&aufirst=Warren&date=2002&atitle=Crucibles%20of%20Leadership.&title=Harvard%20Business%20Review&volume=80&issue=9&spage=39
- Changing One’s Perspective
Q&A
Address any issues from prior session.
19.1 Objective
Identify the steps for Perspective Views.
Whole Task Objective
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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