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Quality Learning Environments - Coggle Diagram
Quality Learning Environments
Assessment Centred
Formative Assessment
Continuous opportunities for feedback.
Continuous, but not intrusive.
Learning about the what students think/understand.
Formal and informal feedback.
Students assessing their own/others work.
Changing the perception of successful learning.
Interactions occur synchronously and asynchronously.
Student's ability to link activities to other parts of the curriculum/their lives.
Student's thinking, and teacher's feedback, made visible (tests, papers)
Assessments and feedback focus on understanding, not just memorization.
Building self-assessment skills.
Understanding that how an expert would answer a question differs from a novice.
Inclusive and Diverse Learning Environment
Students are able to "see" themselves in the classroom (ie. books, posters, materials)
Opportunities to learn about different cultures.
Students from different backgrounds are able to teach one another, and the teacher.
Inclusion is a belief system.
Honour.
Leads to success.
Students, staff, and parents.
Web resources (
https://www.learnalberta.ca/content/aswt/
)
Inclusion is a norm.
Knowledge Centred
Concern for students' preconceptions of subject matter.
Knowledge students bring to the classroom.
Critical assessment of existing curricula.
Opportunities for in-depth learning.
Encouraging students to make sense of what is being taught (metacognition).
Asking questions = good.
Developmentally appropriate "sense making".
Intentionally structured activities that promote understanding.
Problem solving.
Learner Centred
Culturally responsive, appropriate, compatible.
Diagnostic teaching (how students think about different situations).
Knowledge, skills, attitudes, and beliefs of students.
Building off of child's knowledge.
Sensitivity to cultural practices.
Inclusion of student's home and community practices.
Oral tradition.
Worldviews.
Respect language practices of students.
Connecting "everyday talk" with "school talk"
Indigenous culture and language.
Learners construct their own meanings.
Community Centred
School as a community.
Classroom as a community.
Freedom to make mistakes and learn is the norm.
Cultural background considered in amount of participation in discussions.
Encouraging participation.
Positive grading practices; taking student's culture into consideration.
Positive adults working in the environment.
Students connected to every part of their world.
Connections to broader community.
Community centres.
Businesses.
Connecting with families to support students.
Conversations about areas of interest.