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"LEARNING COMMUNITIES"
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Creating an Online Learning Community in a Flipped Classroom to Enhance EFL Learners' Oral Proficiency
Since the advent of new technology for learning, innovative language instructors have been constantly seeking new pedagogy to match the potential of technology-enhanced instruction. While previous studies have supported the adoption of technologies to facilitate language teaching and learning, research into enhancing English as a foreign language (EFL) learners' oral proficiency by creating an online learning community in a flipped classroom remains insufficient. Therefore, the current study examined the impact of an online learning community in a flipped classroom, specifically via mobile platforms, on EFL learners' oral proficiency and student perceptions. Fifty English-majored sophomores enrolled in two oral training classes at a four-year comprehensive university in central Taiwan participated in this study. A mixed method was employed to analyze multiple sources of data, including pre- and post-tests on oral reading and comprehension questions, a ＂Community of Inquiry＂ (CoI) questionnaire, and semi-structured focus-group interviews. The results from multiple sources indicated that the online learning community not only facilitated meaningful and positive collaboration but also significantly improved the participants' oral proficiency, thus leading to more active engagement in highly interactive learning activities, such as storytelling, dialogue collaboration, class discussion, and group presentations.
Journal Article
Small Shifts, Meaningful Improvement
Meaningful improvement in schools and districts is just small shifts away. How can administrators and teachers work together in ways that lead to significant—and sustained—improvement over time? How can schools accomplish this goal without adding to the work of overstretched educators? This practical guide answers these questions with recommendations for small, practical, powerful shifts that educators can make to their daily practice.
In Small Shifts, Meaningful Improvement, P. Ann Byrd, Alesha Daughtrey, Jonathan Eckert, and Lori Nazareno define collective leadership, a set of practices through which teachers and administrators work together to improve teaching, learning, and innovation. They explore the seven conditions of collective leadership and their corresponding shifts that, when effectively implemented, make a difference:
* Adapting, not adopting, a shared vision and strategy
* Building co-ownership, not buy-in, through supportive administration,
* Mindfully aligning resources and capacity,
* Developing supportive social norms and working relationships to build culture and continuity,
* Growing shared influence authentically and organically,
* Creating an orientation toward improvement, and
* Structuring an intentional work design to support sustainability.
The authors share stories of real schools and districts that have implemented the shifts and provide useful tools that educators can use as they begin their own efforts. Both informative and inspiring, Small Shifts, Meaningful Improvement supports leadership work that will advance how administrators and teachers collaborate, learn together, generate solutions to longstanding challenges, and make those solutions stick over time.
eBook
Students learning in communities: ideas and practices from the U.S.A., India, Russia, and China
This book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thought-over time opposition to certain international pedagogical ideas surfaced in these countries.The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
eBook
Singletons in a PLC at Work
In a professional learning community, isolation is the enemy of school improvement. But what does collaboration among teachers look like when you can't easily identify with a team? This book will help singleton teachers first develop clarity on learning essentials, then find creative entry points to form collaborative teams. Drawing from their own experiences, the authors offer practical solutions for eliminating the practice of isolation for all educators.
Collaborative teams will:
* Understand what meaningful collaboration is and how singletons can utilize the PLC process
* Build the groundwork for meaningful collaboration using strategies for your specific situation
* Implement meaningful collaboration as a singleton across separate schools or within the same school
* Align disparate singletons under the same unifying PLC process
Contents:
Chapter 1: Meaningful Collaboration
Chapter 2: Singleton On-Ramps for Collaboration
Chapter 3: Preparation for Meaningful Collaboration
Chapter 4: Course-Alike Entry Point—The Virtual Team
Chapter 5: Common-Content Entry Point
Chapter 6: Critical-Friend Entry Point
Chapter 7: Putting It All Together
Afterword: Final Thoughts
References and Resources
Index
eBook
Developing Digital Literacies
Turn teachers—and students—into tech-savvy digital citizens!Digital literacies are essential for managing information and communication in our rapidly changing world—but the old scattered approaches to introducing technology have left many teachers playing catch-up with their students. With this authentic, job-embedded professional development program, you'll help K–12 teachers incorporate digital literacies into their classrooms once and for all.Using a modular, highly adaptable framework that capitalizes on the personnel and resources you already have available, this comprehensive program includes:Instructions on developing personal learning networks (PLN) for collaborative learning and applying digital literacies in the classroom; Tips for maximizing teacher motivation and buy-in; Technology-related supports to enable schoolwide curriculum integration; A companion website with electronic planning and implementation materials, sample instructional tools, and links to supporting resourcesWhen you empower teachers to harness existing technologies and digital resources, they'll build upon their teaching expertise—and change the way students learn.“Summey presents a well-crafted, technology professional development model that is sound in practice, adaptable, and can be easily implemented at the local level. And, as an added bonus, he includes a new digital literacies framework that surrounds the professional development structure and is a stellar model for framing the teaching and learning of the important 21st century skill-set for both educators and students!”—Kathy Schrock, Educational Technologist
eBook