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4. LEARNING. ACTIVITIES OF TEACHERS AND STUDENT ACTIVITY DURING

TRAINING

The learning process is studying special education science - didactics. It determines the general learning, which is characteristic is essential for all

items in the school education. Therefore, the challenges posed by the teacher or the teacher in their activities to their students and alumni are

called didactic objectives. These tasks could include: the development of skills to classify real objects into groups for some of their common

features: the color, size, shape and other, more complex, and the development of skills to observe different phenomena, to compare them, to

establish a cause-and-effect, time and spatial relationships, the ability to make up a story about natural phenomena on the picture to read the text

more on a given topic. This is common to all the subjects and skills make sense of the didactic objectives.

4. 1. The relationship of the teacher and the students' efforts in the educational process

Education includes activities teachers and students' activity, which are interrelated and interdependent.

The leading role of the teacher in teaching objectively determined social purpose of his profession, which is to transfer the young generation of the

rich experience of mankind in all spheres of human activity: in the sphere of knowledge, work, communication, public relations and evaluations,

aesthetic views and

tastes, etc.

In the training process all this is reflected in the educational, developmental and educative functions undertaken teacher. Teacher primarily

teaching, it passes through the experience of knowledge equips students abilities, skills training labor. But at the same time it attaches to the

students the basics of philosophy and morality, promotes the interests and abilities, develop their cognitive powers. Teacher's activity opens up

great opportunities to influence the formation of a holistic student's personality.

Concrete actions teachers contributing to the realization of complex functions of training, are planning, in which the teacher provides for the

process of joint activities with the students, helping students with difficulties during the activity, monitor the results of their teaching. At the same

time, organizing the cognitive activity of students, the teacher continuously increasing requirements for her to contribute to the gradual and

continuous progress in their learning.

Activities of students in the learning process aims to learn, to acquire knowledge, skills, and learn the basics of science, technology and ideology of

art, culture, and develop strong moral and ideological positions, prepare yourself for the benefit of the society.

Apprentice - active participant in the process of learning. He decides to various cognitive tasks, perform practical tasks involved in the discussion of

answers of their comrades, collecting herbarium plants, collection of leaves and minerals, making sketches of birds, flowers, terrain, etc., studying

native land and worked in various clubs and studios. Therefore, the teacher should build training so that students can actively participate in this

process. If they are actively and consciously study, work creatively, perform their tasks, then there are real educational groups, have high demands

all students.

Mannered academic team, uniting students with high spiritual and moral standards, is the best for the success of the teacher in the classroom.

The leading role of the teacher is subject to the maximum activity of the students. He is constantly guiding the learning process, determines it,

visualize the entire course of the educational process and the development of its students through a variety of organizational forms, methods and

techniques of teaching. Its success depends largely on how he manages to organize training activities, characterized by such features as active,

independent and student awareness.

Formation activity and independence of students - one of the essential tasks of the teacher's

Moreover it is not only an indicator, but the most important factor fruitful exercise.

Formation activity and independence of students in the learning process takes place in the performance of independent work. Selecting the content

self-tional work, the teacher carefully planned ways of working students: whether they solve mathematical problems, there are stories in pictures,

draw on any subject, are the composition of autumn leaves. Disciple, doing independent work, actively use the knowledge and skills acquired,

makes creative search activity on which it orients teacher.

Teacher's activity should always be aimed at instilling in students a positive attitude to learning. Thus opened internal processes, contributes to

successful learning. Activity, independent scientists contribute significantly to development of students' motivation to learn with interest,

aggressively and creatively.Constant enrichment of learning motivation, in turn, has a positive impact on the quality and learning

outcomes. Observations of the children coming to school, as well as special studies on problems of learning motivation, indicate that the vast

majority of children want to learn. They are attracted by the novelty, the desire to go to school due to their desire not to be in the position of a

small, but "run a serious business", "learn how things like the older kids." However, this desire to learn not all students kept during all the years of


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training. Sometimes, for various reasons (the accumulation of the negative experiences, lack of success is simple relationships between team

members, illness, etc.), students lose interest in school and learning.

Support the student desire to learn, to find the necessary incentives in the learning process is one of the concerns of teachers.

The activities of the teacher and student activities in learning are inextricably linked and are due. This interaction is the teacher should always be

considered. In the real learning process it has alternative manifestations of the teacher and students.

A special role in the process of learning is given problem situations, for they greatly stimulate cognition

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cational processes students form their creative thinking. Intense is the process of cognition, active imagination works (students looking for had agood idea are, argue). The teacher's role in these situations is to stimulate and guide the search for students. This search should focus on the

solution of the problem.And while the truth is mined here by active actions of students, the teacher, in the apt words of Socrates, is the "midwife

of truth" because it puts the problem, creates problematic situations and direct the activities of students in their decision.

There are a variety of axiomatic knowledge that students should learn consciously and firmly remember that was done on the basis of their

knowledge of the different branches of science. Such, for example, knowledge of the multiplication table, geographical information about

continents, countries, the situation of land and oceans, the details of the structure of plants, their taxonomy, knowledge of human anatomy, the

historical data of history, biographical information about authors and their works, e tc . Here is very important informative role of the teacher. He

does it by using storytelling, explanation, or other sources (books, movies, demonstration facilities) for transmission of scientific precision and

pedagogically sophisticated information.

In solving problems of teacher heuristic function is to select issues, tasks, relevant content, allowing students to actively operate on prior

knowledge. It gives students the opportunity to think for themselves, and then analyzes them with ways and means of solutions used by students.

In solving problems modeled on either the teacher or by students shows a possible way of solving by uncovering full path to follow from the analysis

of the conditions of the problem to the results. Pupils seek out relationships and dependencies in the content of the problem and establish

connections between existing knowledge and the conditions of the problem. This option is the least useful for the development of students,

because their activities are the reproductive level, as a way of analogy does not necessarily leads to the need to integrate. Solving the model is

justified only as a stepping stone to more complex activities that contribute to the development of skills.

Another activity is the teacher and students in algorithmic learning. The meaning of the teacher is there to equip students accurate algorithm and

the logical sequence of steps for solving the problem of a particular class. Algorithm - a reliable pillar of the student, it helps to find and

implement a rational logic, is a reliable way to solve these problems, avoiding the extra efforts by students, freeing their mental effort to solve

more complex problems that allow the commission of acts not one but a number of ways .

Thus, the relationship of the teacher and students are diverse. They depend on the learning objectives, content, learning material and the level of

preparedness of students.

4. 2. General characteristics of teaching

We have already shown that the arrival of the school, with the beginning of systematic studies student learning activities developed as a sociallyimportant and socially valuable. With the beginning of the systematic teaching in the school varies significantly to the child's position in the system

of its relationship to society. Teaching - the main activity at school age. It is closely associated with the work, with the political, cultural, aesthetic

and sporting activities, as well as with the game. Along with other activities training activity affects all aspects of the development of children and

youth,

Teacher should always carefully monitor the students. Great help to him in that has knowledge of the general characteristics of learning and

development at various age levels. Below we give this feature for young children.

For younger students entering school turns his life. Regime change activities, sleep and rest. Significant place in the mode of the day takes a

serious activity telnoct obeyed by all (need to get up early to come to school on time, to sit at a desk for a long time without showing the usual

physical activity, you need to prepare lessons at home, and so on). Change the child's relationship with adults and friends. Among adults, there is a

special person - a teacher who constantly

requirements that checks and controls to regulate the activities and conduct of the child. And with his friends appear to business relations based on

common learning activity. In these circumstances, the first year of teaching junior high school student possessed considerable knowledge, acquires

the necessary means to enable it to penetrate into the principles of science and culture.

As the circle of knowledge, complexity content of the material, to check the phenomena of nature, society, complicating active actions from words

and numbers of younger schoolboys gradually begins to show interest because the content side of teaching. This interest is, of course, beneficial

effects on the nature of cognitive activity. A child from the end of the second year is liable to self-regulation, to the analysis of their training

opportunities for self-control ("I solved this problem correctly, because here the mistake"). In the nature of teaching primary school children in

appropriate circumstances, there is a tendency to reproductive activities, the desire to solve the problems on the model literally learn course

material through repetition. However, if you teach younger students the general principles in solving problems of a certain class, the common way

of selecting properties, concepts, this way they quickly learn;


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change process and the nature of teaching, facilitating further smaller expenditure of effort and greater effect. And this child will help the teacher

who is the organizer and leader of the learning process.

4. 3. The activities of the teacher in the learning process

The activities of the teacher in the learning process plays a key role. The teacher gives the students the task. Constantly increasing the degree of

difficulty and level of job demands, and thus cares about the development of students.

The teacher introduces students into situations where they learn the basic content, improve their skills, acquire a variety of activities, based on

which they have formed valuable qualities.

The teacher uses all the learning resources (methods, techniques, tools) in order to purposefully organize intellectual and practical activities ofstudents and

mobilize their mental processes for a successful learning activities.

The whole learning process of students is carried out under the direct influence of the teacher. Each educational activity is due to an act of the

teacher, planning and organization of training. The teacher controls the learning process and make adjustments. The activities of the teacher in

the learning process creates favorable conditions for the work of teachers and students, as well as for the development of students and staff.

When planning a teacher training process is based on government documents, especially in the \ chebnyh programs. It relies on the guidance

available to the. This gives him the opportunity to find the main content of the training, to define the logic of constructing the training process,

selection of essential activities necessary to achieve the goals. He thinks creatively instructions given on each subject in the curriculum. Planning

involves the correlation of the specific recommendations in the learning process in the appropriate class, how this process can be foreseen. Only

real creative anticipation of the process may be the best embodiment of the teacher assigned objective problems. The basic outline of a plan must

equally meet the objective requirements and specific conditions of the planning process.

Another important condition for the success of the learning process is its organization, management and control. The organization provides training

imple-tion planned, full use of all available resources for the task: it encourages students to manage their forces in training activities, and takes

into account the time factor in the construction of the lessons. The organization of the learning process is directed to a gradual increase in self-

sequence students and their level of training.

Regulation of learning means that the teacher on the basis of the analysis, as well as monitoring and control of the learning process and its results

vary their activities and those of their students and to make changes.When planning can not be provided all the conditions of the learning process,

right down to the smallest detail. Often directly to the process of learning activity is not the same

expected. Therefore, the teacher should be closely monitored for the educational process. He has to analyze how students approach to the task, in

order to identify common errors and reveal their causes. On this basis, he changes his own activities. For example, it is considering the introduction

of other forms of presentation of learning material, begins to focus more on the development of students' skills and increases the requirements to

carry out their assignments. When regulating the activities of the students must take into account such factors influencing them, as the state of

their health, environmental conditions of training activities, the experience of students, etc.Timely monitoring of the learning and cognitive activity of students can address deficiencies in the work of the teacher and the student, promote

better organization and management of the learning process. In the control compared with the planned reality. Inspection results can embrace as a

proper solution of problems and deviations, and individual characteristics of the solution process. Monitoring will help determine the baseline for

further process of acquiring knowledge, to observe the training activities and the performance of students assigned tasks, identify errors and

difficulties in learning, as well as their causes, determine the degree of accuracy, the amount and depth of learning and skills formed. On this

basis, the teacher can also set how efficiently they use certain organizational forms, methods and means of education.

The quality of education has a significant impact leadership style teacher. It is characterized by the unity of the high requirements that apply to

the individual student, and a deep respect for him.

Pedagogy rejects two extreme trends observed sometimes in the practice of teaching. One of these trends restricts the self-learners. Education is

based on the requirements of teachers and reduced ability to turn the initiative and autonomy of schools; erects similar style on teachers and

students an impenetrable wall, semantic and emotional barriers. Another trend is that the teacher is led by the desires of students, it does not

present a

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them due to requirements not see the need for the gradual complication of the educational process. Such training does not stimulate students.

Pedagogy rejects both these trends. Style of leadership in education has the following common features.Huge impact on teaching teachers has

ideological direction, based on sound knowledge of the subject, on a broad general education, and expressed in his world, in his moral

character. The success of the learning process to a great extent depends on the features of the style of the teacher, as efficiency and energy, the

desire to intensify the learning process, especially teaching.

Thus, teachers can not find the optimal degree of difficulty. They offer their own student assistance with their efforts and thus increase the

effectiveness of training. Easy learning weakens the will, attention, consciousness in the process of learning. Orientation to increase the difficulty

in support of the necessary tension in the training of students, makes them think were speculations and assumptions be smart. Such teachers


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engage children willingly because feel his progress, his spiritual development, their growing skills.

Pedagogical optimism - a precious feature of the style of the teacher. Belief in the power of students to support their initiative and independence

of children reinforce our confidence in their capabilities. A teacher who has teaching optimism appeals to students for advice when there are

difficulties in dealing with complex issues, it takes into account the interests and inclinations of students enables them to improve their knowledge

through self-solving problems. Such a teacher encourages students to move to higher levels of learning and development. It seeks to ensure that

each turn in the creative process.

Positive attitude to work and communicate with the teacher helps students of high intellectual and emotional tone exercises and increases its

efficiency. Fascinated by the teacher has a strong influence on their children kindness, located to the students, he sensitively guided in their on-the-buildings, state of mind. Such teachers are observant, know who to call and when to meet,

to get a successful response. They satisfy the desire to answer the student and try not to cause those who are not prepared to answer. They know

when to give a difficult task, and when to wait with them, they most want to see every student had the joy of success and learning. Therefore, the

tone of communication is painted kindness and humor.

The above features of the style of teaching does not exhaust all the possible effects of teachers on students and their activities. In the style of one

teacher shows the brightness of its nature, the external effect of his skill, in the style of another - all external qual ity combined with a deep insight

into the processes of change in the student's personality. In the style of the teacher, as in the rest of his career, of course, affects him

individually.

4. 4. Organizational forms and methods of teaching

In the schools of our country the main organizational form of learning is fun-task system. It dates back to the ideas of the Czech educator Jan Amos

Comenius, who proposed to create a stable age classrooms and systematically study these classes certain items.

Class-task system allows all schools to operate under uniform curricula and programs, provide socially necessary education to the majority of

children. Why is the "majority", but not all. Yes, before it was "all."Currently, there are a variety of schools: high schools, colleges, public and

private, individual learning is practiced at home. Of course, it is assumed that all these so-called alternative ways to get the general education

should give children the same amount of knowledge and skills corresponding to the uniform state standards. In practice, not always the case. Often

children enrolled in alternative education institutions do not receive the necessary knowledge, and as a consequence - the fall in the value of

education, additional expenses and additional teaching parents with tutors.

In public schools to date class-task system was the leading form of teaching.

Stable composition class as a base class-lesson system of training allows you to form study groups, working together for a long time the first

time. This allows you to achieve better results in education.

Organizational unit in the class-learning system is a lesson.

4. 5. Lesson and its structure

Secondary school lesson - the main formtraining. One lesson is defined teaching and school organizational requirements. Curriculum and schedules provide consistency object lesson. This

achieves clarity and rhythm in the school, created a stable system environment, providing favorable conditions for a focused, coherent and rational

learning with strong results in the development of personality. Every class should go from a certain initial level to a higher level of personal

development. This means that you must pass a certain (limited) training material (new material, repetition or the deepening of previously passed),

to provide a solid knowledge and assimilation of material forming the intended personality traits. Thus the students understand the lesson as an

independent unit.

At the end of the lesson, they can summarize and say that they have learned and learned. However, such a lesson is completed can only be

relative. The learning process is not a sum of isolated results. In the course of its development is a constant system of learned knowledge, opinions

and beliefs.

Assimilated during the lesson skills based on previous lessons, they are used in subsequent topics pouring into new knowledge and skills, move to a

more broad and general knowledge in work skills and habits of behavior, ideological views and beliefs. Formation as a socialist personality can only

be made in a continuous process.

Lesson as an independent unit with the relative completeness of the process of learning and development takes its function in relation to its place

in the educational process

whole or in large stages (phases) of the process. The curriculum is a subject divides into sections of educational material (themes, areas, etc.), the

purpose and content of which are associated with the general course of the subject's age and the students of the class. These sections are selected

and arranged in an appropriate manner. Included in one section of the program learning material requires interconnected consideration. Planned

objectives also require planning and training on the subject as a consistent process aimed at gradually achieving their learning goals. In addition,

included in the section course material creates opportunities for opening links with other subjects, as well as training and forms of extracurricular


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activities.

Lesson function is determined primarily from its place in the tutorial section of the program. This function is determined by the proportion of the

lesson in the totality of educational problems of a certain section of the program, that portion of the contribution of the lesson in the achievement

of the development of personality and learning its specific educational material, and the function is also a lesson in the fact that it enables

communication of content and its methodological support between preceding and subsequent lessons.

This implies not only a precise definition of what knowledge and skills, which collective labor skills must be learned and deepened in the classroom,

but also the relationship of these goals to the general sections of the curriculum. For example, the outlined assimilation of knowledge in the

classroom should take into account the need to follow their generalizations;or, considering the importance of the ideological content of the material to be assimilation, the teacher should provide the most effective lessons

for the formation of students' specific beliefs. Of particular contribution to the solution of a didactic lesson objectives section of the program and

of its connection with other lessons follows link the old and new learning material, resulting in the assimilation of the new material can be carried

out as a continuation and deepening of both addition and already passed the training material and may serve as a preparation for the passage

future topics. Finally, there is one dominant didactic task lesson: the lesson is devoted to the introduction section of the program, learning new

material or enshrined

NIJ, organizing material in this section or the control (testing knowledge), or he performs all these tasks at once in their relationship.

The structure of the lesson depends on their function in the process of studying a large section of the program or in the process of education in

general. As part of program sections is manifested in a sequence of lessons that correlate. The training of students gradually learn the course

material. And the teacher must work to stimulate an appropriate educational process, administer and control it.

In solving various problems of teaching not only traced their connection with the material and the methods and means of presenting it, and study,

but also form social relationships with the student teacher, with fellow practitioners.

The contribution of education to the development of the schoolboy to a large extent on the quality of academic work - its active, conscious,

creative, disciplined character, and the terms of such work with a combination of collective and individual forms of independent learning activities

of students.

Therefore the structure of the lesson should include a sequence of steps of the learning process and guide the activities of the teacher.

Part (steps, phases, milestones) lesson and their sequence are determined primarily by the purpose and content of the lesson, students' existing

baseline knowledge and skills and applicability lesson.

Lesson necessarily constructed so as to ensure the completion of the process of assimilation (from the initial level of learning support to fully

achieve the intended results.) In parts of the lesson (sometimes in the classroom as a whole) is dominant, as a rule, the solution of a didactic

task. In accordance with such a task the teacher must submit a study of school children on a certain line, focusing their attention in the direction

dictated by the task. In certain parts of the lesson, the teacher prepares learning, introduces students to the new material, to obtain the reference

level of achievement, puts a new goal, or even give an overview of what is to be studied. This increases the availability of school-conscious usvoe

NIJ new teaching material. Then the material is presented to the teacher, read in conjunction with the class or in student groups and absorbed inself-study students (with a book, for experimentation by observation, etc.). The deeper the material, the better the learning success.

But the process of learning it is far from over. Training material studied with different points of view.Formed with deeper knowledge, for example,

with the moral and ideological point of view, in terms of the development of science, in terms of this knowledge to practice in general and for each

student in particular. Secured important positions, methods of learning and persuasion. Digested material, fulfills the sequence of actions in the

system to form a solid knowledge and skills. Acquired knowledge or system used widely and variously, systematized with broader aspects (due to

previously acquired knowledge), and again at a higher level with a deeper moral and ideological point of view. Received interim results are

controlled by levels.

Teacher and student in individually oriented educational process: conceptual and didactic

aspect

KuznetsovMichaelE.


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- Professor of Physics NGPI, Head.Laboratory individually oriented learning

technologies.Research interests - the theory and practice of individually oriented

educational process.

e-mail: [email protected]

personality-oriented features of the educational process from the point of didactic system, in

terms of its invariant structure: for education, the participants of the educational process,

educational content, methods, forms, organization, monitoring of results, and communication as

a key condition of personality oriented teacher training.In this case, we follow the character of

changes in all these elements of the didactic structure of the transition from traditional to

individually oriented education paradigm.

The new understanding of education, morals, skills and enterprise puts a premium on thedevelopment of students' abilities to self-determination in the activity and communication, self-

modification, disclosure, natural gift of man, the development of the ability to think, speak, act,

and in the end - to find their place in this world, self-actualization.People (and children in

particular), it seems, are genetically inherent need for self-realization of themselves as

individuals, "need to be a significant" (D. Carnegie).Knowledge and skills in the subject needed

(about neglect of subject knowledge is not out of the question), but not only and not so much as a

goal, but as the most important means of self-development, self-motion, self-learner, and as a

result - a means of personal fulfillment."Foundations of Science" and related cramming, exams,

inspections, being mentioned not only an end in itself schools, but not even its purpose, but only

a means, one of the many means of proper education of personality "(1). Similarly, in

professional -Teacher Education lack of focus teachers and students to purchase professionally

relevant knowledge and skills. discussion should cover the continuous development of personal,

philosophical qualities, their enrichment concrete possibilities of a teaching profession.

In the process of acquisition of knowledge and skills necessary to develop psychological

mechanisms of self-organization and self-transformation.In general, it is self-transformation is

the acquisition of new skills by students, ienew ways of acting with scientific concepts and

material objects, as well as communication and reflective abilities.Ask ourselves, what we are to

look closely atthat the focus in school - he knows a student or as he advances in the


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development of their abilities to master the new, heuristic methods of action?The honest answer

to this question helps to clarify for myself how close to us the new value of education.

Orientation for new values requires a review of educational content. The content of education

should not only subject knowledge and skills, not only how to solve typical problems of subject,

but the way the mechanisms of self-transformation and self-development of students.For self-

change, self-development is important not only pragmatic result, but, above all, the process of

going to this result."The attachment to the results of work makes it impossible to do creative

work. Therefore, to achieve complete absorption by the process of the need for domestic refuse

expectations of its results, as increasing prestige remuneration, evaluation by others" (2).

How is this achieved?This is not a simple question, but the answer is a common vector as

follows: subject knowledge should be in organic unity with the methodological, cultural,reflective knowledge, in unity with the subjectivity of experience in student and teacher.It is

these nadpredmetnye knowledge can shift the emphasis in educational content with the values of

the final product in the form of subject knowledge and skills on the value of the process for their

preparation, to the mechanisms of self-transformation and self-learners."If you take the plunge

and consider the development of a mechanism of self-transformation, self-disclosure of the

content of education and training, then all other content discussed above are only a link or

conditions of the development of this mechanism" (3).In particular, these links will be pivotal

methodological ideas, around which are organized subject matter, the specific problems of life,

personally meaningful for students and for teachers.The content of education "becomes a

function, the product of interaction among educational activity" (4).The personal aspect of

knowledge seamlessly connects to the logic.

Changing the orientation of the target and change the emphasis in teaching methods. The basic

method of traditional education is still information-receptive or illustrative and explanatory.The

essence of it can be expressed as: showing the mode of action master playback exercises

control over the assimilation of operations.Of course, running the sample, and its explanation,

and control its playback teacher can implement in different ways.Depending on this, a rather

wide range will change the effectiveness of teaching methods, but their essence remains the same

- this is only illustrative and explanatory options method (5).Illustrative and explanatory


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learning method tends to monologue training as a monologue allows for a limited amount of time

to convey a lot of information.And that is what is important for teachers, based mainly on the

knowledge transfer of the box.

Personally oriented training, not denying the importance of illustrative-explanatory method,

without clearly defined boundaries, tends to search and research method.Its essence is to:

identify and understand students' lack of previous learning and methods of action setting in

studying together with the teacher search activity assessment study found self-assessment

process and its activities.In other words, do not show the mode of action, and the search,

"growing" the method.The teacher's role - in the organization of search activity "from

within."Teacher - a joint search party and its proposals should be open to critical analysis and

evaluation.Teacher raises and answers a training mission with the students, not instead. The

main form of the search activity of students is dialogue and polylogue, in which the content is

determined by the next tutorial task explores ways to address it.The most successful form of

organization of the dialog are the work of students of communication in small groups,

educational games and other non-traditional methods of classes in which the scientific content of

the most naturally with the individual experience of students.

Illustrative and explanatory method is addressed mainly to the mechanisms of perception and

memory student - listen and remember.Search and research method works through student

comprehension of his work, he turned to the ability of a person to rebuild their actions, their cash

experience, their motives and needs.It is addressed not only to the exchange of ideas, but also

feelings, experiences.At the level of perception and memory, without personal feelings can not

master the subject as part of a global culture of human ("what does not cry - that does not

sing").In general, the possibility of personal interaction in the search and research method is

much broader.

New target accents require significant changes in the positions of student and teacher, theircommunication in the educational process.In the mass-traditional training, students are the

object of training influences teacher, "vessel", which should be filled with knowledge, artist

teacher guidelines and instructions.Diligence, obedience - almost ideal in traditional training.But

obedient disciple, the Executive can not be a business partner of a teacher. The teacher, in turn, -


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the supplier of knowledge and recipes.He leads the student to a goal, only known to him, often

devoting student in the process of moving (as a doctor who treats a patient without

explanation).For relationships characterized by traditional training and performance

management, leadership and obedience, constant evaluation of student activities.Fairly typical

student answer without fear guarantee correctness of the answer, the fear of ridicule.Essentially,

in this case should not talk about communication, and information about the process - the

exchange of knowledge.

Alternative to the traditional relationship is student teaching as a subject, their activities,

"flower", which grows "Gardener" - a teacher.Teacher provides, creates the conditions for self-

modifying student, for its transition to a new state, gives the process of self-transformation

cultural forms.He cares about Mon Imani student learning goals and objectives, making their

students, it changes the setting of educational objectives based on the needs of students, teaches

self-setting learning tasks, including tasks of self-change students.Student has the right to be

wrong ("learning from mistakes"), in an opinion different from the opinion of the teachers and

other students, openly demonstrating their abilities.Disagreement with the student teacher is not

considered a resistance, which is sure to be broken.In individually oriented instruction

"resistance" is a natural consequence of different understanding of reality, the differences in

values and attitudes the student and teacher.Moreover, resistance to them for normal personality

development."Relying only on that which resists" (B.Paskal).In this case we can talk about

communication as the exchange of not only knowledge, but also thoughts and feelings. As a

result, children feel comfortable in school, happy to "lost" there.I must say that in this

atmosphere, "grow", and the teacher, learning is developmental and the teacher himself, he

becomes a "self-sustaining system."

The difference in the approaches of the two types of learning is clearly evident in the control of

learning outcomes.Tasks in the mass-traditional training is usually designed for the averagestudent, which emphasizes memorization and reproduction of subject knowledge. Same job for

all students - a sure way to ruin the ability of children.Personality-oriented education is

impossible without multi-level, differentiated tasks with a choice of jobs and important to the

student how to perform (the reference notes, diagram, literary and artistic images, models and


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other unique methods of semantic processing under study).In the control, the emphasis on the

application of knowledge to identify the methods used, general logical and specific, the

evaluation found the mode of action, student self-assessment of their actions, that is, on the

process of teaching.It is in this process manifests subjectivity student as an individual.

The result, characteristic of mass-traditional education, is competent, disciplined artist preset

programs, functionary, conformist, manipulator and object manipulation.Such an outcome is not

unique to the school, but for Professional Education."From the teacher-training institutions are

still mainly produced teachers functionaries," fixated "on a purely methodological issues of their

daily teaching activities, but of little interest to the general educational and pedagogical situation

that exists in the country and the world, issues of strategy and policy in the field of education"

(6).The ideal outcome of individually oriented learning is self-sustaining, self-regulating person

with flexible conscious knowledge, the subject of his teaching, and then - subject, the master of

my life, "the director himself."


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INTRODUCTION

When they start school, most children are ready and willing to

learn. How can schools and they stimulate

strengthening this predisposition and ensure that at the end of their studies,

young adults have the desire and ability to continue to learn throughout

their lives? Otherwise, they will not acquire new knowledge and skills

do they need to successfully adapt to a rapidly

mutation.

At school, most of student learning is organized by

teachers. However, learning is more effective when students can

manage themselves and, moreover, individuals will have to look after themselvesthe most of their learning after school. To do this, they

must be able to set goals, to persevere, to measure their

progress to adapt their learning strategies to the circumstances and

overcome their difficulties. Students who leave school being able

to set learning goals independently and with

feel that they can achieve are better able to learn everything

throughout life.

It is also important that students have a real interest in the matter

they study in school. those who are interested in mathematics, for example

are probably more likely to organize their own learning

and develop their skills to become effective learners

mathematics. It is therefore relevant to consider the interests of students

for mathematics in the analysis of effective learning strategiesin this matter. Conversely, anxiety vis--vis mathematics can

become a barrier to effective learning. Students who are not sure

to cope with learning situations in mathematics may

to avoid such situations and to miss important opportunities for


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their careers and their lives.

Finally, the climate in schools is important, insofar

where students spend most of their time learning in the school.

contributes to the creation of environments conducive to learning. If a student

margin and feels he is not interested in learning activities at school,

it may not fully exploit its capabilities to acquire skills

to basic master key concepts and develop real

learning skills.

To conduct an overall assessment of the returns to education in

countries must take into account not only academic achievement, but also

attitudes and the cognitive and affectifs. this purpose, a more general profilestudents 15 years has been prepared on the basis of information gathered during the

PISA 2003.Il gives an idea of learning strategies and some

noncognitive aspects of performance that are important for education

Learning throughout life: student motivation, commitment

and how they perceive their abilities. Most of these aspects have

also been associated with mathematics, since they are the

major domain in PISA 2003.

This chapter presents and analyzes the results. It seeks to understand

interactions between the various aspects of students' attitudes towards

learning and their learning behavior and relationships

between these variables and the level of competence of lves.Par Moreover, it

comparesthe distribution of these characteristics between students, between schools and

between

pays.Il summarizes the results of PISA 2003 in the matter and explains how

they were obtained and they are presented, before passing to the analysis of


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following aspects.

The commitment ofstudents towards mathematics and school. This analysis

relates to the interest and enjoyment of students as well as external factors

stimulation. Motivation of students in a particular subject is often

considered the "engine" of learning, but the analysis extends

also to more general attitudes towards the school, especially the feeling

of belonging to the school.

The self-image of students. This analysis focuses on how students

perceive their own abilities in mathematics as well as some

their attitudes.Il is established that these two aspects have a significant impact

how students set goals, their strategieslearning and performance.

Anxiety vis--vis mathematics, common in many countries students

known and it determines the performance.

Learning strategies. This analysis identifies strategies apprentices

wise. It is also interesting to study the relationship between these strategies, and

one hand, some aspects of motivation and self-image, and other

hand, performance in mathematics.

This chapter gives a large place to the comparison of the approaches adopted by

both sexes with respect to learning. Indeed, it shows that the interest

and enjoyment of mathematics, self-image, feelings and strategies

learning mathematics are very different according to sex, even if

performance differences between the sexes are relatively moderate in this

matter, as we have seen in Chapter 2. These dimensions are alsorelevant for public action in another respect: research shows

involved in decisions that students move towards sectors

or curricula that showcases mathematics and that

Consequently, they influence the choice of post-secondary education and the


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careers.

When interpreting the analyzes presented in this chapter should be

keep in mind three important caveats:

INTRODUCTION

Several studies show that students from low socioeconomic backgrounds experience

more difficulty in school and lagging academic greater than from

wealthy backgrounds (Coleman, 1966; Forquin 1982, Sevigny, 2003). These students

may by

therefore more abandon school before graduation from high school.

Many researches confirm that these students maintain a graduation rate

degrees lower (Brais, 1998; Sevigny, 2003). This is why the customer has been

special attention to counter that threat dropout. In particular, by

the establishment of programs for the prevention of school dropout. However, these

programs

prevention implemented in schools in Quebec have, until now, productlittle or no positive impact on the graduation rate for students at risk. In this regard,

the

Research and Janosz Deniger (2001) reveals about programs of this type, that:

Programs are effective enough to temporarily hold students to high risk

school and to increase their motivation and academic performance. Interventions

appear

however, less effective for back in the regular sector (formal mandate more

evaluated programs) or lead to any form of graduation (p. 71).

Moreover, it was established that 80% of dropouts have fallen behind when they


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dropping out of school (Ministry of Education, Recreation and Sports, 1991). In fact,

it is possible

distinguish this group of students in a first tranche of which about 30% has been

delayed

only from the secondary and a second tranche of approximately 50%, which has

already begun

to accumulate a delay from the primary school. In this regard, the Ministry of

Education of Quebec


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eaching strategies has several milestones. The en-

including teacher must prepare carefully explain

and present explicit models. Students should always have

the opportunity to practice strategies and that this practice is

tour. Responsibility for the use of strategies can then

pass from the teacher to the student. Components following con-

bueront the acquisition and use of strategies by students.

Components

a lesson on

strategies

Preparation for learning

Assess the skills necessary for learning a new

strategy and teach these skills.

To brainstorm to find strategies to

solve a problem. This gives the opportunity to determine what

how students approach problems in addition to providing the

ability to analyze the effectiveness of their strategies. Once the

Teaching Strategy

Describe strategy.

Discuss the importance of strategy.


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Model the steps of the strategy.

Teach the steps of the strategy. (Note: If this is a

complicated strategy and provided several steps, it might

be more efficient to divide it into lessons, modeling stages, from the

repeat and practice one step at a time.)

Explain the purpose of each step during the

modeling.

Ask students questions about strategy.

Ask students to repeat the steps.

Ask students to practice using the strategy in various

situations.

As students practice using the strategy, give them

specific comments.

Provide clues that students can rely on to know

when to use the strategy, that is to say the transfer.

Integration and implementation

Execute the strategy with students.

Invite students to use this strategy.


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Review the evidence that students can rely on to

know when they must use strategy.

Review the steps of the strategy.

Allow students to execute strategy and guide them until they

use it correctly.

Continue to provide specific comments.

Show parents and teaching assistants how to use thestrategy.

Give work to the students for whom this strategy is

useful.

Monitor the use of the strategy by the students.

Summary of learning

Ask students to note the situations in which they

used strategy.

Make a revision lesson on the use of strategy.

Discuss how this strategy will report to the next

strategy so that students can see the continuity and generalize

strategies.


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The establishment of a professional learning community: the experience of

an innovative school reading

Martine Leclerc, Nathalie Clment and Andrew C. Moreau

In a context where teachers must consider the needs of increasingly diverse students, it should reconsider the

traditional structures within the school. Teachers' work, often done so lonely, should be revised to encourage the

sharing of knowledge and creativity through teamwork where members learn from each other and change their

practices. This is called workingprofessional learning community(CAP). In this paper, we present a positive

experience work-related reading in school CAP lived St. Paul School Board of Ports-of-the Outaouais.

In most North American schools, teachers who have a degree of autonomy in many areas of their activities, working

in isolation for decades. Nowadays, some new practices encourage rather a school structure that leverages the

interdependence and interaction of teachers' (Roy and Hord 2006). This expression isprofessional learning

communitymeans that this mode of schools that focuses on the collaboration of all stakeholders and encourages

staff to collectively undertake activities and reflection to continually improve educational outcomes for students.

The St. Paul school has invested in a project that aimed to develop a CAP that promotes teamwork cycle to improve

student learning in reading (see Figure 1). This team included the director of the school, five teachers and two special

education teachers working in lower primary. During the years 2007-2008 and 2008-2009, twenty meetings were

held, where coaching and educational support was provided by a pedagogical consultant and resource person in the

area.

Figure 1: The learning community at St. Paul's School

Some theoretical guidelines

To develop a professional learning community, many changes are needed. Literature on the subject (Hall and Hord

1987; Hord 1997; Leclerc and Moreau 2008, Miller 2005; Wenger 1998) proposes six indicators of these changes:


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1. The vision of the school staff is focused on the success of all students.

2. It implements physical and human conditions that allow teachers to collaborate, learn and share together.

3. Culture within the school must be a sharing.

4. There must have demonstration of leadership from management, but also the teachers.

5. Dissemination of expertise and collective learning must be part of the goals.

6. The topics should be focused on student learning 1 (Leclerc and Moreau 2009).

From all of these indicators, when school is committed to this approach, it is possible to follow its evolution over

months in its three stages, namely initiation, implementation and integration. These benchmarks are useful to

recognize the elements on which the team must work to progress.

Changes

During these two years of work in professional learning community at St. Paul's School, several changes have been

experienced by the team.

1) Knowledge and skills in teaching reading

Teachers now consider themselves more competent because they have not only gained new knowledge

about effective teaching of reading, but also a new language. They learned to put words on certain

concepts, which greatly facilitated the harmonization of practices from one class to another.

They changed some practices to better take advantage of class time to enhance the learning of reading. For

example, they have added to the morning routine a period of independent reading or reading to students.

They now fill the running records of Clay (2003) to identify the strengths and weaknesses of each student's

reading and determine the level of each. With these cards, each teacher can create a profile class to better

target interventions to emphasize. For example, they use tanks in which they classified the books according

to reading levels. Thus, when the student chooses a book, it can be taken into account.

They set up a system that encourages students to read more. The use of bags for regular exchanges

reading books in the classroom and the use of a book read to encourage reflection among students are now

common practice. Rather than using commercial hardware, they make with students, repositories have a

more concrete meaning for children.

They are now more differentiated instruction. Student teams are formed based on reading level and

groupings are flexible. When a student exchange level book (Clay 2003), he changed the group. This

approach takes into account the specific needs of students change over days. With this approach, teachers

say they can better target the needs of students in reading and do more teaching in small groups. The

lectures and the textbook have been abandoned in favor of education made from authentic texts thatcorrespond to the needs and interests of students. Teachers are now working more strategic instead of

trying to do everything they intervene more specifically, by first examining the points of convergence

between students to target concepts mastered, and then determine what should be the subject of further

investigation. "We no longer follow the method (proposed in the textbook) as we did. We read a text from

books leveled without following the manual one page to another ... The themes are shorter and interventions

and are also suitable according to the students. '


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2) Path Team

The approach has had a considerable influence on the work environment. Indeed, to meet once a month to

discuss student learning, to appropriate a new language by exploring the concepts essential to learning to

read and to develop new skills in this area is an activity that promotes certain rapprochement between

individuals. Teachers learn to be more confident to share their concerns and to take advantage of the

expertise of others. They symbolically opened the door of their classroom to observe a colleague to come or

that the remedial work is done more in their class. The specialist said she has participated in classroom

assessments and was able to identify some students who had great difficulty.Not only do teachers have got

to know, but they have learned more about all school students.

Collaborative meetings have also provided fertile ground for the exchange of ideas and led teachers to help

each other to solve problematic situations related to student learning in terms of reading. They know they

can now rely more on each other and benefit from the expertise of the entire team. Each person can go

beyond individual learning and collective learning experience.

Teachers most often have

discussions on pedagogy. They share what's going on in their classrooms, they are in the staff room or

elsewhere. They discuss many more educational situations and express their opinions in more informal

situations.


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They argue that the CAP work

leads them to develop a joint project linked to reading success and no longer focus solely on individual

actions. Getting to know all school students, they more often work in consultation and seek to maximize

instructional time in reading one year to another, targeting essential learning and harmonizing their ways.

3) Impact on student

The student is now enjoying an approach focused on learning needs in reading. This is due to the fact that

teachers are more differentiated instruction. With observational data (Clay 2003), the team is able to

question the profile of each student, identify earlier those difficulties and to offer intensive sessions so they

can grow.

Some students who had reading difficulties have improved so surprising. Teachers believe that this stems

from changes in practices that take account now of the concept of "zone of proximal development"

(Vygotsky 1980). This is the area in which the student can solve, with help, a problem he could not solve

alone. This site and the constant state of success.

The impact of this approach on student motivation to read is striking. Teachers believe that according to

these new ways of doing, students are valued, have a greater sense of themselves and are proud of their

learning.

Conclusion

At the end of this project, which took place over two years, many favorable comments were expressed in terms of

work professional learning community at St. Paul's School, in relation to support changes in practice to greater

cohesion in the team and have a positive impact on the learning of reading among students. However, we must point

out some difficulties in the implementation of this mode. First, collaborative meetings require financial resources that

teachers have quality time and that these meetings can be held during the workday. In addition, the effectiveness of


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collaborative meetings will be noticeable insofar classroom teachers reinvest the proposals made by their colleagues

as a result of collective learning and made it reflect on their own practice.

The positive impacts of such a change again encourage training that teachers receive that today, in most school

boards, is still highly centralized and heavily focused on learning and not on the transfer of these in practice. In

addition, training sessions are generally highly oriented learning of individual teachers and not to collective

learning. In order to encourage teachers to develop a degree of autonomy during these meetings and that they be

productive, it is essential to put in place a structure that supports teamwork, which facilitates exchanges between

teachers and fosters interdependence with respect to student achievement. It is only under these conditions that we

can really talk about professional learning community that seeks success for all.

Finally, as this experience proved beneficial for staff and students, it deserves to be repeated on a larger scale,

particularly in disadvantaged areas, like that of St. Paul's School, where teachers are facing challenges given the

urgent needs of the customer.

One of the issues of concern to the internal improvement of education is how to generate that

schools are not just a place of learning and work for the students, but also, first, to their

teachers. As written by Sarason (2003: 138-39) "can not create and sustain over time conditions

for effective learning for students when, at the time, did not get there for the professional

development of its teachers."If you often aims to create a new culture of learning for students,it should be stressed that this does not happen at all if not also generated a culture of learning

for teachers themselves. Thus, increasingly, talk of "reculturizar" to conform school as

aprofessional learning community. In turn, each center should aim to increase its share capital

by networking, laterally, other schools, families and municipality.

Thinking central collective taskis to make it the place where we analyze, exchange experiences

and reflect together on what is happening and what is to be achieved. It shares the belief that if

we work together, everyone can learn from everyone, share professional and personal

achievements, and also of the difficulties and problems encountered in teaching. If individualteachers can do little when faced with the pressures and limits of collective practices and

established institutional habits, promote educational change as a problem solving means start

buildingprofessional learning communities (Morrissey, 200020;

Hord, 199721

, Stoll, Fink and

Earl, 2004), through reflection and joint review of the practice itself, to increase their own

satisfaction and effectiveness as professionals for the benefit of students.


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Building the capacity of the school to function as a professional learning community is an

important focus for professional development and a promising strategy to support and sustain

school improvement. If the benefits are undeniable and are documented in the literature22,

also

the problems in establishing them are parallel, as is an organizational and individual change of

what is meant by professionalpractice.'s Professional learning communities represent a practical

organizational configuration, with the support they have received from the "learning

organizations" (Bolivar, 2000; Senge, 1997), calls "collaborative cultures" which are discussed in

the following section.

3. 1. An effective professional learning community

Current theories of "situated learning" emphasize that cognition and learning processes are

socially constructed and organized around networks or communities of practice, where new

members learn by participating in networks. A community of practice is the mutual commitment

of the participants, as a joint venture that has been negotiated, with or stories shared modes of

doing things, they learn from each other, agreeing common meanings of situations. As noted by

Wenger (2001):

Communities of practice are learning the social fabric of an

organization. [...] Consequently, the ability of an organization

to deepen and renew their foster learning depends on the

formation, development and transformation of communities of

practice '( p. 300).

As a community of practice, and not an aggregate of professionals, share the knowledge gained

about the good ways of teaching, while joint action center that also set an identity for

participants. Support development of schools as organizations happens, as a priority line of

action, for the reconstruction of schools as places of learning and innovation not only for

students but also for the teachers (Bolivar, 1999, 2000).

But professional learning communities are not just for teachers to work more at home or to have

a better environment in schools [Morrissey, 200023],

but to increase the capacity of teachers as

professionals for the benefit of what matters school's mission: improving learning for all

students. So we want effective learning communities. In a good research on the subject [Bolam,

McMahon, Stoll et al, 200524],

define that


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"An effective learning community has the capacity to promote

and sustain the learning of all professionals in the school

community with the collective purpose of increasing student

learning."

A school set up as a professional learning community (Louis and Kruse, 1995 Bolam, McMahon,

Stoll et al, 2005) is structured around these dimensions:

Shared values and vision: a set of values and shared visions and built around the goals of

the school, committed and focused on student learning, dominated by high expectations

and there is a culture of improvement.

Collective responsibility for improving the education offered: they are committed to

learning for all students, there is some peer pressure for all teachers to act in the same

direction. Focused on student learning and the best expertise of teachers: focus on the mission to

increase learning opportunities for students, which means that the teachers care about

learning continuously, through planning, work and team teaching.

Collaboration and de-privatization of practice: cooperative relationships that allow mutual

support both as a learning organization. There is a provision to pool everyone knows

what to do, ask for help from others and a remedy, within a professional relationship,

where colleagues are critical source of knowledge and feedback.

Professional learning at the individual and group: all staff, including consultants, are

involved and value enhancement of professional learning, taking place a set of activities

to this end. Reflective practice is developed through inquiry and research on teaching and

learning (eg mutual observation, self-assessment, action research), data were analyzed

and used for improvement.

Openness, networks and partnerships: external initiatives are employed to analyze what

happens internally, the staff is open to change and to establish networks and

partnerships with other schools or institutions, so as to support learning together.

Inclusive community, mutual trust, respect and support: working relationships are based

on mutual trust, respect and support. It looks extremely that all members can feel

actively involved. Individual differences and dissent are accepted within critical reflection

that promote the development of the group, not existing in principle dichotomy between

individual and collective.

Moreover, a professional community respects the "right to difference" of its members, where

individuality is not individualism, without preventing common action, for collegiality is also a


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professional basis, so as organizational patterns relations in a facility, the team work together

andcombine with the exercise of professional autonomy. The question is how school cultures

dominated by privacy rules, can be transformed into places where the above characteristics

predominate. This issue has been the "touchstone" of many proposals for improvement that have

come recently.

3.2. Process for developing a Professional Learning Community

The lines of action should be addressed jointly to redesign workplaces, and (re)

culturizarcenters. The first seeks a new organizational design, reasonably-thinking-we can not

expect significant changes in the dominant culture in teaching without altering the roles and

structures that increase-co-teacher professionalism and sense of community. If it is difficult to

act directly in the school culture, as something intangible, structural changes at the

organizational level seem to be well manageable, a condition causing cultural changes, as

individuals change, changing the context in which they work.

It is about developing cooperative relationship contexts where different actors (internal and

external) education in a community of professionals committed to help rebuild the social and

cultural framework of the school for their own professional development. The aim,

then, redesigning teacher roles and workto promote a sense of community in the center, with

relations of collegiality and collaboration, involving teachers in the development of the

institution, leading to a commitment by staff with center agreed missions. Work on joint projects

can be an ideal starting to transition from individualism to professional community.

However, the issue is complex, is not without its tensions and conflicts, being key combine

individual dimension (independence in certain tasks) and joint issues (interdependence on

others). There are also unexpected and unpredictable factors, external (government initiatives)

or internal (eg staff turnover), which always threaten to give the question-any of them-to the

development of change projects. Without going too far in utopia, we must start from the existing

school culture in schools, with all the constraints, and the need for a redefinition of the working

conditions, to open-spaces-from within socio-political decision on whom to collaborate.

Create and develop professional learning communities depends on various processes in and out

of school as follows (Bolam, McMahon, Stoll et al, 2005): focus on learning processes, the best

use of human and social resources, manage structural resources, and support from external

agents.


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Focus on learning processes. Opportunities are offered for continuing professional

development, which will be more effective if it is based on the work context and

incidental opportunities offered by the practice (experiential learning, reflective practice,

professional socialization, action research, advice). Self-assessment is one of the main

sources of learning from data analysis and decision making action plans. Finally,

individual learning is passed through the collective creation of knowledge transfer and

exchange involved with colleagues in a collective enterprise.

Leading Professional Learning Communities.'s Hard to develop Professional Learning

Communities in one school without the active support of leadership at all levels. This

includes the creation of a culture of learning flattering, ensure learning at all levels of the

organization, promote reflection and inquiry, and pay attention to the human side of

change. In this task, the management team [Bolivar, 2001c25)

has a leading role,

supported by internal or external agents of change as advisers. Since we want all

teachers to be agents of change, leadership must tend to be distributed or multiple.

Develop other social resources. As human enterprise is key to effective use is made of

human and social resources. Productive collegial relationships are based on trust and

respect. In this direction it must take care of the group dynamics so that, instead of

opposing groups, cooperation prevails.

Managing structural resources: time and space. Professional exchange opportunities are

facilitated by the use of space and time in a school. Hence, plan time for such learning

occurs at school, in the classroom or in meetings, is critical (Stoll, Fink and Earl,

2004). Spatial factors can also increase or inhibit collective learning opportunities.

Interaction and relationship with external agents. A professional community can not

stand alone, it needs external support, relationships and alliances. First, is documented

(Fullan, 2002; Domingo, 2001) that external advice is critical in the process of

change. Furthermore, in the current context, the centers must build alliances and

relationships with families and local community, social services and other agents or

institutions. Finally, in the network society, schools need to network with other schools in

your area to support and exchange.

In the end, that he was a professional community, individual or group learning should be

extended to the school as a whole, which is not without unresolved issues. In research conducted

by Kruse and Louis (1997) the authors discovered a set of dilemmas concerning the tension

between belonging to a team combining (cycle or department) and at the time, to the wider

community around the school. The teachers are identified, first, with the team they belong and

just-in-second with the center. The dilemmas experiencian teachers are combining the

equipment and time to time to the center, focusing on curriculum designed on the computer with

the center, organizing equipment and reflective dialogue around the center, team autonomy


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standards established by the school, preserving peace within the team with critical analysis of

practice. Thus, the researchers conclude, the development of strong interdisciplinary teams is

not without serious problems to develop a sense of professional community center, based on a

learning organization. The point is that they can be identified and managed.


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Page 1

Creating and maintaining effective professional learning communities

Professor Louise Stoll

Past President of the "International Conference for effectiveness and

improvement

school "and a visiting professor at the Institute of Education, University of

London

To think that the quality of teaching and learning can be improved if teachers

work and learn together has led us to increase our interest in the communities

professional learning to improve student achievement. But, why are proposed

just now professional learning communities? What exactly is aprofessional learning community (CAP)? How to recognize that a school is

a learning community? And most important, if teachers decide they want

creating and maintaining a learning community in your school, what they can do to

get it?

In this paper we deal these issues based on the results ofcreating and

maintaining effective professional learning communities, funded byEngland's

Department for Education and Skills (DfES), theNational College for School

Leadership

(NCSL) and the General Teaching Council for England(GTCE), which took place

during the

from January 2002 to October 2004. The objectives of the study were to identify and

provide practical examples:

characteristics of effective professional learning communities and how they arein different types of schools;

Key factors in and out of schools, that facilitate or hinder the creation,

development and maintenance of these communities;


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innovative leadership and management practices to find time and create

opportunities

learning and career development, and optimize their impact.

During the project conducted four main research activities: a review

of all national and international information that was on the CAP, a questionnaire

did in some kindergartens and primary schools, secondary and special throughout

England; case studies in 16 schools across the country - are three, five schools

primary, five secondary schools, three special - in various stages of development as

professional learning communities, and workshops with representatives of these cases

practical. You can find more details of the methods used and our

observations in the report1

the project.

In this paper, I will explore five points:

1. Why are important professional learning communities?

2. What is a professional learning community and how can you recognize?

3. How to create and develop a professional learning community?

4. CAP? Pass through different stages of development?

5. How to evaluate the efficacy of a professional learning community?

While you're reading, you might want to reflect on the following questions, which

I hope to argue with your mates:

Does the idea of CAP is useful to you and your colleagues in your context? Why you?

Why not?

Page 2

Does it fit in your strategies and development plans of your school?

What are the general implications for planning and implementation?

How can you present these ideas to others?


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1.

Why professional learning communities?

The concept of professional learning community has become popular in many

countries. Experts have focused attention on the issue for a while, especially

North American

2

But there is a growing impression that learning communities

hold the promise of professional support implementation of improvement initiatives

and

progress of education reform more generally. Schools need to be

able to meet the challenges that accompany the changes in society, technology,environment, working models, economics and politics. Furthermore, the base

knowledge is growing very quickly - for example the new sciences - and now

know much more about learning. Youth also mature faster.

The automatic respect for teachers and is not guaranteed - it has to win

3

. Vital

that the learning and development needs of individual students can be

satisfied, to ensure their welfare, academic progress and results. With so many

challenges in a complex and changing world, continuous learning and sustainable

development of each

member of the school community is essential, even greater need for

entire school staff is a 'professional informed'

4.

In a rapidly changing world, if you can not learn, forget what

learn and relearn, you're lost

5


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.

It has long been known that professional development is important for

teachers, but it is increasingly clear that send an individual workshops or courses

isolated has little significance in practice or produce positive changes in

whole school. It has been shown that the school as a place for learning

teacher, offers more opportunities for development

6

And a concentrated effort to promote

a series of experiences of continuing professional development (CPD) is having an

impact

more positive. The challenges of change are also too large for teacherswere locked in their classrooms and try to solve them alone. This means that we need

a

coordinated collaborative effort, including professional development in collaboration

7

.

Support staff also plays an important role in helping to increase the

improve student learning and school performance, and their development and

participation as

key members of the learning community of the school is essential

8

.

Expanding Horizons is a part of it. It is increasingly important to be open to ideas,

wherever they come, drawing on the skills and experience of colleagues in otherschools, national

9

and international

10


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, And community partners

11

having

a vital interest in helping improve opportunities for students. Looking beyond

our own school not only allows us to increase learning in school,

it also means that all those involved in the education of children

and young people have a collective sense of responsibility to ensure that

Students can progress and get results

12

And that the enhancement of a school is not

expense of other local schools13

.

The rationale for promoting professional learning communities is that

when teachers and other colleagues work and learn together focusing on learning

- Own and students - the total capacity of the college and, finally, the system is

established, helping to create values and promote a wider range of results, and

generating and maintaining these improvements. Essentially, anything you focus on

Page 3

- Be introduced into the curriculum or assessment reasoning skills for

learning, or trying to improve the reading ability of a particular group of students,

etc. - You need to work in parallel to develop a learning community

professional regarding these efforts to help include them in your work.2.

What is a professional learning community and how you can

recognize?

This was our definition of a CAP:


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An effective professional learning community has the capacity to

promote and sustain the learning of all professionals in the community

school with the common purpose of improving student learning.

Although the CAP are not exactly the same in all schools, we found that

shared to a greater or lesser extent, eight characteristics, regardless of

context or the stage where they are. We first note some of these

characteristics in the review of the information on the CAP and subsequently

confirmed our findings - vision and shared values, responsibility

collective student learning, reflective curiosity by professionals

collaboration focused on learning, and professional learning group and

individually. Also discovered three other features that were important membersnot only teachers, trust, respect and mutual support, and be receptive relationship

between centers

and fellowship.

Vision and values

One of the key features of a PDA is that all members must share

vision and values and lead to learning for all students. In nurseries,

primary schools and special schools (schools with pupils with

special) was easier to find that almost all staff share a common core of

educational values. Moreover, in most secondary schools, the values

were shared by a department or a small group of teachers in particular, more

that for the whole school. However, there were exceptions in a secondary school,

where they had been trying to break down barriers between teachers in different

subjects, the culture was described as:...not a culture of hierarchy of subjects, but one that says that the

learning ... is a priority and must be conducted in any of its

forms and everyone has a role in it.

The group of more senior members of the school was encouraging staff to


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take a vision of learning that encompasses the whole school, and tried to ensure that

emphasize the principles of teaching and learning. We realized that the

teachers were more willing to share their vision and educational values (in nine

schools) to share leadership and management values (five schools), and this meant

that, although the staff agreed goals and purposes of the school, sometimes

disagreed on how to be the best way to achieve these goals.

Collective responsibility for student learning

Another key feature was that teachers share a sense of

responsibility for the learning of all students in the school. Again, it

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find more evident in kindergartens and special schools, where

Teachers and support staff work together to control and support groups

students. The situation was quite different in some primary schools and more at

the high school, where collective responsibility was most evident among teachers

who taught a particular subject or a particular course. A high school principal

commented that it was easier for teachers to show this collective responsibility

learning when the school worked well when in difficulties. Without

However, since the amount of data on student performance available

for teachers has increased dramatically in recent years, is really

easier to share information about the educational process for all students.

Typically, students are assigned individual learning objectives that are

monitored regularly and teachers are involved in discussions about how

improve learning and achieve these goals. This, in turn, provides asense of collective responsibility.

Curiosity reflective by professionals

Another key point is the reflexive curiosity by teachers. All

schools collected data and controlled the progress of the students, but used this


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information differently. Some had very sophisticated mechanisms for

provide detailed information to teachers, while in others the method was more

informal. The data could reflect learning problems, we were

interested in how schools reacted to it. We see many examples in

which experienced teac

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