Learning Cultures Theory

"It is not enough to look at the pedagogical practices or at the pedagogy used; one has to turn to theories of cognitive development and learning which influence both pedagogy and actual practice" (Erneling, Towards Discursive Education, 14)

Watch this Introduction to LC Theory

Theories Embedded in Learning Cultures

“I suggest that it is much better to read intensely in theory than to read widely. By this I mean that you will gain little from reading article after article that make little sense to you. You will gain much more by using the same amount of reading time to read one crucial and frequently mentioned article several times for yourself. Having a detailed knowledge of what is actually said in the pages of a well-known argument, being aware of how the argument unfolds and how it is qualified of contextualized, will be far more useful to you than a superficial overall impression gained from commentaries or from desperate skim-reading. However daunting the material, you have to make your reading meditative, reflective, and personal. Try to become a slow reader”

“In a nutshell, intensive reading is often more useful than extensive reading” (Barry, Beginning Theory, 4).

Social Norms

Click here to review the Social Norms Talk; every student participates in this talk at the beginning of their school year. During this talk, students jointly create the classroom intervention ladder that is used to support students in the classroom.

Click here to review the Social Norms Talk; every student participates in this talk at the beginning of their school year. During this talk, students jointly create the classroom intervention ladder that is used to support students in the classroom.

Behavior Reflection: After two reminders about the expectation, students have an opportunity to reflect on the narrative of their behavior and make a commitment to change. If the behavior does not change, the student will have an opportunity to reflect with their teacher. The on-call teacher takes over for the classroom teacher so no student is deprived of a learning opportunity.

Behavior Reflection:

After two reminders about the expectation, students have an opportunity to reflect on the narrative of their behavior and make a commitment to change. If the behavior does not change, the student will have an opportunity to reflect with their teacher. The on-call teacher takes over for the classroom teacher so no student is deprived of a learning opportunity.

Ladder of Classroom Intervention: Created with students to support overcoming behaviors that interrupt learning. All students participate in the creation during the Social Norms talk. What gets in the way of learning? What ways can you be called back in? How should this ladder look?

Ladder of Classroom Intervention:

Created with students to support overcoming behaviors that interrupt learning. All students participate in the creation during the Social Norms talk.

What gets in the way of learning? What ways can you be called back in? How should this ladder look?

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