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How do you promote, model and scaffold sustainable action within your classroom?
Action underpins many international schools as an important component that is linked with the types of learners teachers want to engender. Examining what planning, teaching and assessment policies and practices foster student self-‐efficacy with regards to action, and identifying key understandings that lead to purposeful and beneficial action are important steps in facilitating a learning community that promotes and empowers student generated action. Many international schools' inquiry based education programs culminate with wanting the learners to take authentic action. Usually, that action is a one-off event, like raising money for children in far off places, less fortunate then those in the international school community. But is that what we really want as educators? How do you promote sustained action- or action that continues, evolves and grows beyond the classroom? How do you as an educator model taking action in your learning communities? How do you scaffold for that action? Do you assess your students' action? Where does action fall within the inquiry cycle? How do you celebrate action that is taken? Share your ideas and thoughts as we collaboratively build a model for best practice with regards to sustained action.