Learning Circle Members and Roles:
Time Keeper: Jada
Facilitator: Rebekah
Record Keeper: Justine
Encourager: Jozelle
Other members: Angela
Chapter 3:
“Beginning with an end in mind” is a nice statement to summarize the chapter. Our group talked about how students cannot reach their goals successfully if they do not know where they are going. We concluded that by stating the definite expectations to the students, they will understand what to learn to attempt to reach that expectations. By letting them know what they are learning, students will activate their thinking and become “mentally prepared” when coming to the class.
We also added about how students arrive on different levels. We found that it can be hard to assess students because they come from different backgrounds with different knowledge that they bring to the class. We think that relying too much on exams will not get us many assessments and evaluations. Teachers may need to explore different ways to assess students to ensure we are all meeting students at their level and potentially improving it.
Another point that we brought up is teaching students in small groups. This way we could assess individual students at their level versus as a whole class where we assume everyone is at the same level.
Chapter 4:
One thing we took out in chapter 4 is the use of examples in class. Whenever a teacher wants to assess students, either via projects or anything, we can set expectations with the students by going through examples together.
One thing we liked about this book is that it gives examples. The book gives examples of scenarios where different types of teachers have different methods of discussing learning expectations and project expectations.
One question that we thought about in Chapter 4 is “Can Samples promote mimicking?” Since samples are potential expectations on how a project can be done, if the student just copies the concept of the example, then they have potentially done the project. We think that instead of stating that this example is the expectation, we can provide examples to be critiqued with the whole class. After critiquing the samples, then the class can come up with the standards and expectations for the project assigned. Moreover, we concluded that the types of students we have in the classroom change every time, so they will set different standards and expectations.
Concluding Thoughts:
We have a new member, so we had to summarize to them the chapters so everyone is on the same boat. This time, all members of our group have the book and have read the required readings. This is an improvement from the previous week. We found that summarizing the chapters (the main points in the chapters) allows us to get refreshed about the readings (if we have read it two days prior and so on). Again, our group dynamic is excellent. Everyone contributed greatly to the conversation even our new member contributed. It is nice to have a group where all members are comfortable with each other.