Up Elementary 12-13 » Action is the Learning Process Slideshow

Action is the Learning Process
Action is a way of learning, and it necessarily means students seize control of the learning process. Ownership of the learning process is reflected in the conceptual depth of understanding, the degree of synthesis as materialized in one’s learning behavior.
Under the transdisciplinary theme “Where we are in place and time”, learners were invited to develop an understanding of migration, its reasons, its forms, and its impacts. Our goal was to create students who are able to explain the various reasons of migration, interpret the impacts of migration on individuals, communities, and cultures, empathize with migrants and understand their feelings, share and respond to different perspectives on this global and local issue, and evaluate themselves throughout the whole learning process in order to take action. With these goals in mind, we planned for how we will know that we learnt, and then, we decided on how best we will learn. In other words, we set the goals, evidence of success, and engaging, authentic, individualized, and challenging learning experiences.
Using the structure of Kathy Short’s inquiry cycle, we always returned to the idea of action as being the manifestation of synthesis or conceptual depth. At this stage, students’ questions allowed the students to construct deeper understanding along the way. Thus, the unit was structured by the concepts we have planned for so that students apply and develop, yet it was open-ended by the fact that students extended their thinking and challenged themselves to solve further problems relevant to the enduring understanding which was “Through history people have migrated for different circumstances”. These were some of the students’ initiated inquiries:
 Why don’t people accept the country they live in?
 When did migration start?
 Do all forms of migration have the same impacts on the individual?
 How do people adapt with the new culture in the new country?
In conclusion, the connection that we sought was between an inquiry lens determined by a specific, already planned key concept, and the independent initiative to own and drive one’s own learning. Logistically, we implemented an action component into each of our inquiry cycle stages. We were assessing students’ engagement in their own learning throughout the process of learning. Assessment was transparent to them because they were informed about the criteria of assessment ahead the learning engagements.
Finally, the significance of action as embedded in the process is that for a concept-driven curriculum action is both a tool and a pinnacle of understanding. It is both the verb and the noun used in individual inquiries. Ownership of the learning process is reflected in the conceptual depth of understanding, the degree of synthesis as materialized in one’s learning behavior. Action is a way of learning.
 

By Rola Hallak - Grade Five (C) Homeroom Teacher

Action is the Learning Process (1)
Action is the Learning Process (2)
Action is the Learning Process (3)
Action is the Learning Process (4)
Action is the Learning Process (5)

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