RSA#4: Does a Sense of Community Matter?

RSA#4: Does a Sense of Community Matter?

Link to Article

         Once an online course has promoted collaborative learning strategies, the next steps are to develop a sense of transformative learning- or the idea that we (as a group) will “sink or swim together” (Palloff & Pratt, 2007, p. 157). In order for this specific transformative learning to occur, self-reflection, feedback and realizing how far they’ve come and what steps it took for them to get where they are now need to be identified. In online learning communities the establishment and use of reflection activities (such as blogs/discussion posts/surveys) are critical for understanding the path one took to achieve the end result. When an instructor allows for students to be facilitators in their own learning and guides the direction of achievement consequently the early stages of transformative learning begin to blossom in a learning community.

            Online distance learning can be a very daunting venture for some because unlike the traditional classroom setting it takes self motivation and increased understanding of engagement and self-reflection processes for success. There are many different strategies to facilitate community building in online learning communities such as an online café for off-topic discussions, working in smaller peer groups, exercising peer evaluation, utilizing both synchronous and asynchronous class times and providing quick and relevant feedback.  “With both online instructors and learners having competing roles within their respective lives, they need to be convinced that the benefits for a learning community are worth the extra time to invest in their creation and maintenance” (Liu, Magjuka, Bonk & Lee, 2007, p. 20).

            The similarities among both resources focused on the significance of setting up the learner (and community) for success in an online environment. Working in smaller groups allows for refection and a sense of intimacy to develop. “Students may have much stronger relationships with small collaborative groups and virtual teams than with the larger class group” (Liu, et al., 2007, p. 21). In addition, Palloff and Pratt (2007) discussed the positives of self-reflection and the ability to “revise and create new interpretation of one’s experience as a means by which to guide future action” (p. 199). Within a learning community, confidence and personal growth occurs when the basis of transformative learning is reached, so yes, community does matter.

References

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. (2^nd ed.). San Francisco: Jossey-Bass Inc Pub.

            Liu, X., Magjuka, R.J., Bonk, C.J., & Lee, S. (2007) Does Sense of Community Matter? An Examination of Participants’ Perceptions of Building Learning Communities in Online Courses. Quarterly Review of Distance Education, 8(1), 9-24. 

RSA #3: Building Knowledge and Community through Online Discussion

RSA #3    Building Knowledge and Community through Online Discussion

Link to Article

             “When teaching and learning leave the classroom, it is up to the instructor to create an effective container within which the course proceeds” (Palloff& Pratt, 1999, 19).  The role of the instructor in a course is facilitator of knowledge in a gradual process. The amount of time spent initially leading discussions and fostering the development of community is weaned throughout the duration of the course. In a community setting one aspect that is crucial to establishing group cohesion is through “performing tasks together and by working through conflict” (Palloff& Pratt, 2007, 36).  It is a necessary element for an online instructor to feel comfortable with conflict and even trigger it to increase the likelihood of the community of learners to facilitate connectedness to their learning and ideas.  Once conflict has been met, the community can then begin to foster growth and a sense of intimacy.

            Within the article, Building Knowledge and Community through Online Discussion, Elisabeth Skinner states that there needs to be emphasis on “explicit shared goals, helping students to overcome a sense of being strangers with nothing in common” (390).  This idea of shared goals comes to play with instructor planning and implementation of ideas in meaningful and thoughtful ways. The article suggested ice breaker activities and using online discussion boards for non-educational talk for finding commonplace among students and to help establish connections and build confidence. “A lack of confidence leads to low levels of participation, and teachers could therefore be more active in using community development skills to help students address their anxieties” (Skinner, 2007, 386).  It is necessary for an instructor to promptly identify when a student is struggling with participation and initiate community through encouragement and feedback to help boost confidence and belonging.

            The similarities among both resources are directly related to the importance of the instructors roll in building and defining the learning community from the start.  “Students who feel that they are part of a group or ‘present’ in community will, in fact, wish to participate actively in group and community activities” (p 24) (Picciano, 2001, as cited in Palloff& Pratt, 2007).  It is essential for students to feel comfortable enough with the instructor and other students to initiate the construction of a learning community for security, stability and acceptance in the learning process. As stated by Palloff& Pratt (2007) the learning community is the vehicle through which learning occurs online.

References:       

 Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. (2^nd ed.). San Francisco: Jossey-Bass Inc Pub.  

Skinner, E. (2007). Building knowledge and community through online discussion. Journal of Geography in Higher Education, 31(3), 381-391.

RSA#2: A Team Approach to Using Student Data

http://allthingsplc.info/pdf/articles/wilhelm_atplc_article.pdf

RSA#2: A Team Approach to Using Student Data

“The word goal can mean many different things to different people within an organization” specifically defining what a school is trying to identify can put a team on the right path (DuFour, DuFour, Eaker & Many, 2010, p 157). The clarity needed to demonstrate successful team accountability and evidence of learning is found through SMART goals (Strategic and specific, Measureable, Attainable, Results oriented, Time bound).  This idea of SMART goals takes broad district goals and conveys personal indicators to work on for small celebrations as well as long term ideas.  In congruence with these established goals set by a PLC, is then utilizing common assessments and then notably evaluating the data to identify when a determined goal has been reached.  

Within the article, A Team Approach to Using Student Data, it again discussed the benefits and why a PLC’s should use SMART goals, yet more specifically it highlighted the idea of translating a SMART goal into a SMARTer and then ultimately the SMARTest goal through specific data results. According to Terry Whelheim, “For educators, a better way to evaluate a SMART Goal is “by the numbers”- the actual number of real students, not percentages”. The reasoning behind this was simple, to then bring to life the student identities that didn’t make the established goal and then launching plans of action (interventions) for meeting the needs for success to be identified on the next given assessment.

The similarities among both resources focused on stressing the importance of building a results-oriented culture and a balance between attainable, short term goals and long term, stretch goals that push for significant change. In addition both resources emphasized the idea of using common assessment such as benchmark assessments for student achievement and to help a PLC identify program and student strengths and weaknesses in learning.

                                                                        References:

DuFour, D., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. (2nd ed.). Bloomington: Solution Tree Press.

Wilhelm, T. (2011, June). A team approach to using student data. Retrieved from http://allthingsplc.info/pdf/articles/wilhelm_atplc_article.pdf

RSA1: The starting point for professional learning is in schools and classrooms

RSA #1: Learning Communities:

 The starting point for professional learning is in schools and classrooms

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           Initiating and developing a PLC takes more than groups of educators with similar focus, it takes commitment, reflection on theories and practices from all parties involved. Additionally the practical implementation of the shared ideas is best executed with an authentic audience—students. This gives teachers opportunities to define and solve problems that naturally occur in their classroom and experience support to learn from each experience they encounter. 

            The focus in this week’s module was that learning is the ultimate goal in an effective PLC. When an educator is working in isolation, it can seem overbearing for an individual to tackle all that is deemed mandatory and cause one to lose sight of the end result of learning. This is why utilizing learning communities has proven effective. Lieberman & Miller (2011) state that a PLC can help foster and “build relationships between and among teachers who share students and who are working for greater student learning” (p. 19).  When teachers are able to build rapport and employ in collaborative talk the results are seen in teacher effectiveness as well as enhanced student learning.

             According to Lieberman & Miller (2011) “As educators identify and solve problems of practice together, they build the capacity and collective will to move forward the equity agenda of their schools and districts and enhance the learning and achievement of all students” (p. 16). Initiating the foundations of a PLC through a shared mission that directs the vision in the school are the first steps. “Organizations are most effective when the people throughout the organization are clear regarding its fundamental purpose” (DuFour, DuFour, Eaker & Many, 2010, p. 69). Collective commitments among a PLC is the driving force that ensures teachers have the same goals to keep learning constant for all students and pledge that all students reach their full potential and it starts in the classroom.

References

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing. (2nd ed. ed.). Bloomington, IN: Solution Tree Press.

Lieberman, A., & Miller, L. (2011). Learning Communities: The Starting Point for Professional Learning Is in Schools and Classrooms. Journal Of Staff Development, 32(4), 16-20.

Welcome

Welcome to my blog! My name is Stefanie Davis and I teach elementary... third grade and it's always an adventure (hints the title: 3D Adventures) and I've used blogs in the classroom before, but this blog was created for my online class EDT 6030.