Fall 1999
Vol 8 Issue 1
IN THIS ISSUE...
Student Voices-Insights on Invaluable Learning Experiences
Taking Learning and Leadership Seriously
Redefining the Learning Environment
A Win-Win Situation for Everyone
Challenging Beliefs about Good Teaching
An Emphasis on Quality Learning
Involvement in the Teaching Process
Providing Support and Motivation
Learning at a Community College: An International Perspective
ASSIDERE
Getting Students Involved in Assessment
Students Sharing Their Learning
SEE ALSO...
The Labyrinth
Maricopa Center for Learning and Instruction
Learning CommunitiesA Win-Win Situation
for Everyone: A Student's View
Laura Kinney, GCC Student
Recently, I experienced a new learning environment that allowed me to flourish as a student. The environment was a learning community which linked developmental psychology PSY240 with the study of language ENG213.
After having been a member of a learning community, I believe traditional courses short-change students. Let me explain why. Traditional courses typically consist of one teacher dispensing knowledge to a passive group of students. In contrast, the learning community I participated in was team-taught by two teachers who truly facilitated learning. I was exposed to many methods of teaching that enhanced our community members' various learning styles. The teachers also structured the learning community to encourage class discussion, which enabled the community members to learn from each other. It was during these discussions that I discovered the diversity of our community.
Although age and race differences are outwardly visible, life experiences, personality, and learning styles are not. Our community shared these differences and used them as resources for learning, as well as opportunities to open our minds to others' viewpoints. For example, during a discussion on adolescence, my peers explained the experiences of being a bi-racial teenager, a teenager growing up in a rural community, a first generation American teenager, and what it was like being a teenager during the last five decades. The discussions also bonded us together. I spent time outside of class with my peers participating in study groups in which we discussed personal issues and worked on joint assignments. I seldom connect with other students like this in traditional courses.
Traditional courses tested my short-term memory skills and focused on preparing for the next test. The learning community, however, showed me the "big picture"the interconnectedness of learning and subject matter. Since I am the parent of a young child, I found our discussions on child development and parenting helpful and timely because it helped me move toward a parenting style that is better suited for my child. The opportunity to discuss what I was learning and apply it to my own life experiences helped put into practice what I learned.
Not only is a learning community the best environment for students, but I also believe teachers will benefit from learning communities as well. I have been through many traditional lectures and witnessed the body language of teacher burnoutthe heavy sighs, the fading voice, the slumped body held up by the podium, the frantic race to "cover" material as opposed to making sure the students are learning the material. In the learning community, I witnessed teacher satisfaction. The teachers did not separate themselves from the communitythey were part of it. During the discussions, the teachers got instant feedback on whether or not we understood a concept.
And, it was obvious the teachers were joyfully learning from each other and the students.
I hope that more learning communities will be offered at Glendale Community College. They offer a win-win situationstudents are truly learning both inside and outside the class by connecting with other students and interacting with teachers. Teachers are reaping the benefits of knowing their students can synthesize material, as opposed to just memorizing it, and teachers get a rare opportunity to actively learn from one another. I know the restructuring required to implement more learning communities will cause some administrative groans, but the benefits to students, faculty, and our community outweigh the challenges.
I am currently enrolled in an Art History class, and I can't help but think about the awesome possibilities as a learning community this class would provide if it were combined with ENG101. As a future teacher I am looking forward to designing and implementing my own learning communities.
