A Foundation for Learning Cultures
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This course presents an innovative, socio-cultural model of education that can be implemented in classrooms at all levels and in all subjects. Learning Cultures practices will help you transform your classroom into a vibrant space for learning by ramping up student motivation, engagement, achievement, independence, self-responsibility, social collaboration and cooperation. In this introductory course, you will explore ideas from philosophy, history and science to understand why our current school system should change and how the Learning Cultures model provides a promising model for school reform. VISIT LEARNINGCULTURES.NET to learn more about the Learning Cultures model.
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|Section 1: My First Section|
Why Learning Cultures? Why this Course?Preview
Concepts for a new foundation for schoolingPreview
Altering the Structure of Formal EducationPreview
Rethinking Classroom Discipline and ManagementPreview
A Brief Guide to Genre PracticePreview
|Section 2: Condensed Summary|
"Miss Cynthia," as school kids call her, is a wife, mother, teacher, school reformer, literacy scholar, and university professor.
She is the creator of Learning Cultures, an educational model based on the understanding that people learn best when they are curious, engaged, and attentive. But more importantly, they learn most deeply when they have opportunities to think in the company of others. Underlying the Learning Cultures model is a theory of literacy instruction developed by Cynthia that accounts for the role that social context plays in establishing ground rules for literacy competence and the responsibilities that the student must assume within the context of the learning community. This approach teaches students literacy skills as well as the social competencies and responsibilities required of literate people.
Cynthia McCallister holds the position of Associate Professor of Education at New York University. She has pursued her scholarly career with one foot in the world of academia and the other firmly planted in public school classrooms, merging insights about how schools work and students learn into a synergistic approach to education that is functional, pragmatic, and accountable to principles of learning theory and developmental psychology. As a scholar, Cynthia’s primary commitment is to translate cutting-edge theory into forms of knowledge that are functional at the classroom level.