A Process of Discovery: Teachers Examine Cultural Perspectives through Collaborative Analysis of Student Learning

Autor/inn/en	Colton, Amy B.; Langer, Georgea M.
Titel	A Process of Discovery: Teachers Examine Cultural Perspectives through Collaborative Analysis of Student Learning
Quelle	In: Journal of Staff Development, 37 (2016) 5, S.36-40 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Academic Achievement; Teaching Methods; Cooperative Learning; Group Dynamics; Culturally Relevant Education; Cultural Background; Communication Skills + Suchen Sie Ihr Suchwort? Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Gruppendynamik; Kommunikationsstil
Abstract	The collaborative analysis of student learning (Colton, Langer, & Goff, 2015) is a professional learning design that transforms teachers' capacities and commitment to relentlessly pursue and use equitable ways to promote students' learning excellence. Thirty years of experience and research indicate to the authors that when facilitated study groups analyze the work of carefully selected students over a period of months, all students benefit--especially those whose cultures are different from that of their teachers. Collaborative analysis of student learning accomplishes these outcomes through structured transformative learning--the "process by which we transform our taken-for-granted frames of reference to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action" (Mezirow, 2000, pp. 7-8). These shifts in perspective allow teachers to discover culturally responsive instruction for those students they have struggled to reach and teach. This article provides an example of how a study group using collaborative analysis of student learning helped one middle school social studies teacher transform her beliefs about her Native American Student, and ultimately her own teaching practices. The 5 phases of collaborative analysis of student learning are detailed as a facilitator guides teachers through each phase. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01