rich and relevant learning opportunities, the climate of the learning environment, and. Positive school climate. What does the classroom look like and how does it feel? By Kelly Rizzo | June 11, 2018. Self determination theory and the facilitation of intrinsic motivation, social development, and well-being. Principal Leadership, 12–16. For well-being and an opportunity to flourish every learner needs to feel a sense of belonging, to believe they can be successful and have some autonomy. Upper Saddle River, NJ: Pearson Education. Ryan, R., & Deci, E. (2000). Does the space lend itself to peer dialogue? Self-determination theory (Ryan & Deci, 2000) identifies basic psychological needs that support well-being that are consistent with elements recommended for moral development (Nucci 2009), and are often found in high performing schools (Doll, 2010). Mental health and wellbeing, pedagogy, learning for all. 0-0. ol .
Doll, B. Learning with an Asset Lens. When learners are viewed as having assets and interests, and we meet their basic psychological needs, we are better equipped to focus the learning opportunities so as to engage all learners, thereby improving outcomes for our students substantially. 1-0. paris sg . Are ideas valued, built upon, and respectfully challenged? Renovation Boorsem 2002-2006. Instead, we can think of learners through an asset lens. To support this approach to learning it is helpful to keep in mind three facets of the learning experience: First, we want to ensure the opportunities to learn are rich and relevant. Lens°ass has 1 project published in our site, focused on: Residential architecture, Refurbishment. Finally, when we are provoking deeper thinking, we need to ensure that the learners have the skills to build on and challenge thinking, they must have strong communication skills to be able to benefit from the learning opportunities and the environment that has been created. Second, is the climate of the classroom, the physical space, and how members of that community conduct themselves within that space. Based on built projects on our site. When educators co-construct the learning environment with their students they are valuing the input of every individual, ensuring each can see themselves reflected in the space so that everyone feels they belong. the communication skills of the members of the learning community. House C. Renovation Boorsem 2002-2006. Using knowledge-building discourse (Scardamalia, 2002) may be one way to teach participants how to share and respond to the ideas and work of others. Doll, B. The outcome is improved ideas or solutions to challenges. Establishing a positive caring relationship between educator and student provides an opportunity for the educator to know their learners, their strengths and interests. Positive school climate. Nucci, L. (2009). Each participant should be able to identify, what they are learning, why they are learning it, and how it connects to their life and beyond. Principal Leadership, 12–16. Knowledge building principles (Scardamalia, 2002) including idea diversity (understanding contrasting ideas), epistemic agency (participants take responsibility for their learning), and democratizing knowledge (every participant is a valued contributor), helps to sustain a climate where positive risk taking in learning is supported and every learner is valued.
(2010, December). All too often in education, we focus on the gaps in learning, what’s missing, and what a learner needs to do to be more successful. bordeaux . Is there flexible seating and access to resources? Instead, we can think of learners through an asset lens.