Approaches+to+Learning+Book+Study

//The following is an outline of Part 1 of our Book Study. I have presented questions for us to consider from each chapter and an overall activity for us to begin thinking about the Approaches to Learning Framework. As you read, if additional questions come to mind, please add them so that we all may consider and extend our learning. This book study is an independent activity, there are no strict timelines, please take time to read, consider and reflect. Let's try to end Part 1 by Oct. 23. We can adjust timelines by moving foward earlier or extending the time for part 1. At the conclusion of part 1, we can set a time to debrief face to face. We will then begin part 2. //

1. Unpack the Approaches to Learning Framework: Key Dimensions and Components - Create a list of student behaviors that align with the dimensions in the framework. For example, how do we know children are interested, motivated to learn, attentive and/or flexible. A web will also be posted in the classroom for immediate postings. Emotion/Motivation: Enthusiasm for Learning**
 * Chapter 1 ** ** Questions to Consider:

**Action/Behavior: Engagement in Learning**
 * **Interest**
 * **Pleasure**
 * ** Motivation to Learn **


 * **Attention**
 * **Persistence**
 * **Flexibility**
 * **Self-Regulation**

**2. Are there dimensions we would expand or add?**

**3. How do we see this framework fitting into our program? What is our working definition?**

** 4. How can we recognize and adjust our adult behaviors to facilitate these approaches?

Chapter 2 Questions to Consider:

1. How can we identify and incorporate student interest into longterm projects of investigation? How can we foster children being in control of their learning?

2. How can we measure these Approaches to Learning and the evolving sophistication of each child's dimensions, recognizing the fact that we are fostering lifelong learners?

Chapter 3: Questions to Consider:

1. Focus on a child whom you know well. In observing her or his behavior, think about not just the what but also the why of the child's approaches to learning. What are all of the possible circles of influence that may contribute to the child's particular patterns of enthusiasm and engagement? You might select two children girl/boy or an older/younger learner to make comparisons. (Adapted from from Reflection, Discussion, and Action p. 43)

Chapter 4: Questions to Consider: **

**1. Consider how we teach children, what strategies have you used in the past or currently use that promote positive approaches to learning? What are strategies that we can use in the future? I have included the articles on two of the studies mentioned in this chapter: Dolezal, Welsh, Pressley & Vincent, 2003 and NICHD, 2005.**