Official presentation new Dalton book

The latest book about Dalton education, written by Roel Röhner
and Hans Wenke, was officially presented to the chairman of the Dutch Dalton Association : Willem Wagenaar.

This event took place at the KPZ University.

Several colleagues were invited to express the gratitude for the inspiration both authors got in their schools.

This Dutch version of the book can be ordered at:
www.daltonmedia.nl 

What is collaborative learning?

Collaborative learning is an umbrella term for a variety of educational approaches involving joint effort by learners. Collaborative learning activities vary widely, but most centre on the learner’s exploration or application of the curriculum, not simply on the teacher’s presentation of it. The teacher’s role is to create an environment where young people are willing and able to work collaboratively, where there are plenty of opportunities and stimulating contexts for learners to work with others, and where they feel safe to share their emerging ideas and understandings. 

Usually, learners are working in groups of two or more, searching mutually for understanding, solutions, meanings, or creating a product. Group challenges often require learners to produce a product for a specified audience and purpose. Collaborative learning programmes also place great emphasis on assessing the contribution of individuals within the group and of the performance of the team. 

In collaborative learning situations, pupils are not simply taking in new information or ideas - they are creating something new with the information and ideas.

American researchers David and Roger Johnson have done more than anyone to popularise the concept of collaborative learning. Their research identified 700 studies relating to cooperative, competitive and individualistic efforts to learn and they identified five defining characteristics of cooperative learning. 

1. Groups work together to accomplish shared goals. Group members buy into a mutual goal. They seek outcomes that are valuable for themselves and the group. They believe they sink or swim together. 

2. Group members are hard on themselves and each other - they make each other accountable for producing high quality work and achieving goals. 

3. Group members work face to face and support each other to produce joint products. 

4. Group members are taught social skills and are expected to use them to work together to achieve their goals. 

5. Group members analyse how effectively they are working together in achieving their goals.

Johnson and Holubec (ASCD, 1994)

Interesting ans useful material. Go HERE to the website.

Training teams of teachers

With a 'board game' the team of teachers gives answers on different questions or dilemmas. Together the colleagues determine which Dalton aspects are highly developed and which ones need attention again.

More information HERE

From School4Child in Lodz - Poland

Little Dalton - Hong Kong

Little Dalton in Hong Kong is a new leaf on our International Dalton tree.

The school is cooperating with Ascham in Sydney.

Visit the website of Little Dalton HERE

Reflection

The last two decades have seen substantial growth in the use of reflection, not only in classrooms from elementary education but also in colleges and universities.

Dewey is generally pointed to as the scholar who first stressed the importance of reflection for learning.

Effective teachers are those who constantly reflect on their teaching.

Reflecting after a lesson makes them aware of their successes and failures, of their strengths and shortcomings. This allows teachers to assess and adjust their teaching. Because reflection can help teachers become better educators.

And a good educator organizes reflection in the classroom, 

The work of children should be regularly evaluated. But if the teacher teaches kids how to reflect, then they become owners of their learning process.