Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored.
Author(s): Leslie Rupert Herrenkohl PhD, Veronique Mertl
Edition: 1
Publisher: Cambridge University Press
Year: 2010
Language: English
Pages: 240
Half-title......Page 3
Series-title......Page 5
Title......Page 7
Copyright......Page 8
Dedication......Page 9
Contents......Page 11
Series Foreword......Page 15
Acknowledgments......Page 17
Introduction......Page 23
To Be, To Know, and To Do: An Example......Page 25
Why Ways of Knowing, Doing, and Being?......Page 29
Situating Our Perspective in Broader Discussions of the Purpose of Education......Page 30
Sociocultural Approaches to Learning and Development......Page 33
Contemporary Perspectives on Vygotsky’s Holistic Theme......Page 35
Contemporary Sociocultural Perspectives on Learning in Schools......Page 37
Our Approach to Knowing, Doing, and Being in the Classroom: Some Beginning Assumptions for a Broad View of Learning......Page 40
Research Questions and Methodological Approach......Page 41
The Context Lens: Locating Being, Knowing, and Doing within a Web of Values, Principles, Practices, and Tools......Page 42
The Community and Interpersonal Lenses: Locating Being, Knowing, and Doing as They Emerge through Interpersonal Negotiation of Values, Principles, Practices, and Tools......Page 44
The Personal Lens: Locating Being and Knowing within a Person’s Experiences across Time......Page 46
A Broad View of Learning......Page 47
The School......Page 49
The Teacher......Page 50
The Students......Page 51
The Researcher......Page 52
Guiding Principles for Learning......Page 53
The Daily Schedule......Page 57
Ways of Being as Background......Page 63
2 How Ways of Knowing, Doing, and Being Emerged in the Classroom: Interpersonal Interactions and the Creation of Community, Part I......Page 67
The Teacher’s Role......Page 68
Baseline Day: “But we want them to guess.”......Page 72
Introducing the Ways of Thinking Like a Scientist and the Intellectual Roles......Page 78
The Creation of a Community of Questioners......Page 121
3 How Ways of Knowing, Doing, and Being Emerged in the Classroom: Interpersonal Interactions and the Creation of Community, Part II......Page 124
Negotiating and Establishing Speaking Rights......Page 125
Persisting in the Face of Difficulty to Understand and Articulate Ideas......Page 136
Taking Perspectives......Page 143
Challenging Ideas......Page 152
Being Wrong (and/or Changing One’s Mind)......Page 161
4 Personal Lens of Analysis: Individual Learning Trajectories......Page 170
Rich......Page 172
Questioning and Challenging......Page 175
Challenging and Revising Thinking......Page 176
Respectful Challenging......Page 177
Denise......Page 180
Presenting Key Theoretical Ideas......Page 182
Embracing Being Wrong in the Classroom......Page 183
Eliciting Ideas and Participation from Peers......Page 184
Raul......Page 188
Explanation......Page 189
Facilitating Joint Understanding of Key Concepts and Ideas......Page 195
Taking Perspectives/Negotiating Differences......Page 197
Christie......Page 201
Disengagement, Disruption, and Negative Self-perception......Page 204
Engagement, Participation, and Confidence......Page 207
Conclusion......Page 211
Conclusion......Page 213
References......Page 223
Index......Page 235
