Learning Together: Children and Adults in a School CommunityThis book advances the theoretical account that Barbara Rogoff presented in her highly acclaimed book, Apprenticeship in Thinking. Here, Rogoff collaborates with two master teachers from an innovative school in Salt Lake City, Utah, to examine how students, parents, and teachers learn by being engaged together in a community of learners. Building on observations by participants in this school, this book reveals how children and adults learn through participation in activities of mutual interest. The insights will speak to all those interested in how people learn collaboratively and how schools can improve. |
Contents
| 3 | |
| 19 | |
An Orientation to PrinciplesinAction | 33 |
Leslee Bartlett Carolyn Goodman Turkanis and Barbara Rogoff | 49 |
How Is This a Community? | 59 |
Children Learning in a Community | 89 |
Teachers Learning about Teaching Children in a Community | 131 |
A New Teacher Learning to Share Responsibility with Children | 138 |
Parents Learning about Childrens Learning | 160 |
Becoming an Adult Member in a Community of Learners | 166 |
Teachers Learning about Parent Learning in a Community | 175 |
A Teacher Learning about Adult Learning | 188 |
Communities Learning Together Creating Learning Communities | 197 |
Index | 245 |
Other editions - View all
Learning Together: Children and Adults in a School Community Barbara Rogoff,Carolyn Goodman Turkanis,Leslee Bartlett No preview available - 2001 |
Common terms and phrases
adults asked become began Big Ideas build Carolyn casino kid challenge chil child children's learning choices classmates classroom collaborative collaborative learning committee community of learners continue contribute conversations coordinate create curriculum decided decision developed discussion Egg Baby City evaluate example expected families feel felt former OC goals grade help children important independent center instruction interaction involved issues Karen Steele kid co-oping kindergarten learning activities learning community learning environment Leslee Bartlett lesson listening look math meetings newcomers OC students OC teachers opportunities parent co-operative parents and teachers participation planning play practices principles of learning problem solving questions reading Reading Rainbow realized reflect responsibility rience role Salt Lake City sharing circle sixth-graders skills sometimes structure talk teacher and co-opers teaching things Thoreau School topic troll dolls understand wanted week writing
Popular passages
Page 7 - The way is, first, for the teacher to be intelligently aware of the capacities, needs, and past experiences of those under instruction, and, secondly, to allow the suggestion made to develop into a plan and project by means of the further suggestions contributed and organi/ed into a whole by the members of the group.
Page 6 - ... intelligence is an aid to freedom, not a restriction upon it. Sometimes teachers seem to be afraid even to make suggestions to the members of a group as to what they should do. I have heard of cases in which children are surrounded with objects and materials and then left entirely to themselves, the teacher being loath to suggest even what might be done with the materials lest freedom be infringed upon. Why, then, even supply materials, since they are a source of some suggestion or other?
Page 16 - Raymond E. Callahan, Education and the Cult of Efficiency (Chicago: University of Chicago Press, 1962); David B. Tyack, "City Schools: Centralization of Control at the Turn of the Century," in Jerry Israel, ed., Building the Organizational Society (New York: Free Press, 1972), Chapter 4; David B.
Page 5 - Put it this way, as the statistics put it: before 1867, the year I was born, only one out of every six people lived in cities of more than 8,000 inhabitants, and there were only 141 such cities; by 1900, one out of three people lived in such a city, and the number of those cities was 547. . . . Nearly half a century has passed since 1900, and the transition from rural and village life to a big-city industrial civilization is a half-century farther along. I have seen the world of the child grow smaller...
Page 220 - What do we expect students to know and be able to do at the end of the first quarter (after sixty hours of field work) ? At the end of the second quarter, and so forth?
Page 10 - community" involves relationships among people based on common endeavors — trying to accomplish some things together — with some stability of involvement and attention to the ways that members relate to each other. In other words, a community of learners develops "cultural...
Page 51 - England in 1970, a scholar describes such an initial impression: Understandably, in view of all the sound and motion, the first impression may be one of chaos. In most schools, it is a false impression. "You always have to assess the nature of the noise," the headmistress of the first school the writer visited helpfully explained.
Page 51 - As the strangeness wears off, one becomes aware of many things. One becomes aware, for example, of the teacher's presence: in contrast to the first moments of wondering where she is, or whether she is even there at all, the visitor begins to see that the teacher is very much there and very much in charge. She seems always to be in motion, and always to be in contact with the children — talking, listening, watching, comforting, chiding, suggesting, encouraging — although from time to time...
Page 5 - I could turn a team of horses and a wagon in less space than a grown man needed to do it. No one had to tell us where milk came from, or how butter was made. We helped to harvest wheat, saw it ground into flour in the mill on our own stream; I baked bread for the family at thirteen. There was a paper mill, too, on our stream; we could learn the secrets of half a dozen other industries merely by walking through the open door of a neighbor's shop. No wonder school was a relatively unimportant place—...