learningenvironments

Learning Environments:

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Most students prefer learning situations that are active, participatory, emotionally engaging, and filled with visual and physical stimulation. ======

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 Classrooms become places where material must be learned even though it may seem nonsensical to students (because there is not time to explain). ======

Disregard of student learning styles Lack of relevant curriculum Low expectations
 * Key areas: **Passive instructional strategies

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 Relationships among adults (teachers and family) and students are crucial for a positive school climate, particularly to spread out a sense of membership, that is students belong to the school they are attending. ======

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 An effective school environment means a safe one too, where students and teachers feel at ease, safe, comfortable to walk and stop and have a chat too. ======

Lack of adequate counseling Negative school climate
 * Key areas: **Conflict between home and school culture

**GOALS:**

 * ======Instructional strategies teach //all// students both basic skills and demanding, higher-order thinking skills (Inclusive). ======
 * ======Students have the opportunity to construct knowledge - not just memorize it (Supportive). ======
 * ======Active, engaged learning tasks motivate as well as teach (Engaging). ======
 * ======Instruction accommodates students' learning styles (Safe). ======
 * ======Instructional uses of technology promote engaged learning, rather than rote, skill-driven, or low-level instruction on computers (Challenging). ======

**ACTION OPTIONS:**

 * ======<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Encourage teachers to use new approaches in the instruction of at-risk students. ======
 * ======<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Explore <span class="wiki_link_ext">authentic instruction and provide students with <span class="wiki_link_ext">tasks that allow high levels of thinking and engagement . ======
 * ======<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Complement teacher-centered instruction with cooperative learning and small group activities. ======
 * ======<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Replace norm-referenced assessments with <span class="wiki_link_ext">authentic assessments . ======
 * ======<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Explore new instructional frameworks for producing high- achieving learning environments. ======
 * ======<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Establish faculty teams to examine alternative ways to organize instruction, such as longer class periods, new scheduling formats, and cross-disciplinary programs. ======
 * ======<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Acquire funding and support for technology that is needed in the classroom to prepare students for the demands of a predominantly service-oriented, high-technology workforce. ======

Implementation of ICT

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;"> **ICT References:**

 * ======<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Skamp, K 2008, ‘Our place in space’, in K Skamp (3rd ed.), //Teaching Primary Science Constructively//, 3rd ed., Thomson, Melbourne, pp. 373-376 ======
 * ======<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Betcher, C 2002, //Things that make a difference//, In-Touch Newsletter, retrieved 13 April 2010, <[]> ======
 * ======<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">http://www.schooldropout.org/projectschool.htm ======