Celebratory Learning

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Celebratory Learning

• Highlights of the Research, Theory, and Practices
  to Promote Celebratory Learning
• for
• All Occasions

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Celebratory Learning Web

• This interactive web in the next slide
  illustrates the research and theories we have
  woven together to bring to life Celebratory
  Learning.
• The web provides active links so you can access
  information directly related to the focus area.
• Celebratory Learning continues to evolve in
  response to our developing understanding of
  engaging learners in the most effective ways to
  promote learning for all.

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Marian Diamond
Leslie Hart
H. Stephen Glenn Jane Nelson
Steve Sybil Wolin
Renata Geoffrey Caine
Robert Sylwester
Diane Loomans Karen Kolberg
David Roger Johnson
Pat Wolfe
Eric Jensen
Spencer Kagan
Brain Research
Humor Resiliency
Cooperative Learning
William Glasser
Susan Kovlik
Basic Needs
Horham Maslow
Thematic Integrated Instruction
James Bean
Curriculum Design
David M. Kiersey
Isabel Briggs Myers
Personality Types
Problem Based Learning
Celebratory Learning
Wendy Mobilia
Universal Design
CAST
Bernice McCarthy
Learning Styles
Tony Gregoric
Differentiated Instruction
Gayle Gregory
Multiple Intelligences
Diane Heacox
Judy Wood
Carolyn Chapman
Environmental Influences
Carol Ann Tomlinson
Kathleen Butler
Howard Gardner
Rita Ken Dunn
David Lazear
Daniel Goleman
Thomas Armstrong
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CELEBRATORY LEARNING
Attributes of Celebratory Learning

• Positive interdependence
• Individual accountability
• Simultaneous interaction
• Connections to previous learning
• Theme-based learning
• Need based learning
• Brain compatible environment
• Play and Humor
• Learning Community
• Celebrating the learner the learning

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Positive Interdependence and Individual
Accountability

• These are qualities that are often supported
  through the use of cooperative learning
  structures. Built into these structures
  educators infuse roles, feedback loops, ground
  rules, and skill development activities to help
  students recognize that more can be accomplished
  with individuals are working together drawing on
  the differences of perception, ways of knowing,
  and strengths and passions.
• Also built into the structures are ways to
  promote individual accountability. The educator
  does not leave the student group to their devices
  to promote the level of responsibility. It is
  built into the task.

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Simultaneous Interaction

• Simultaneous Interaction is the opportunity for
  discussion, reflection, and participation
  throughout the meeting/ lesson. In most
  classrooms or meetings one or two individuals
  share the majority of information. Simultaneous
  interaction allows individuals and small groups
  to discuss process, make sense, question, and
  promote deeper understand of the issues at hand.
• There are a variety of structures a teacher or
  facilitator can use to promote and support
  relevant and stimulating interactions to deepen
  understanding of information, allowing for
  connections to previous learnings or
  deconstruction/ reconstruction of new
  information.

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Theme-BasedConnections to Previous Learning

• Theme-based learning ground the learner into a
  deeper context for the activities. Many schools
  use grade-level theme, cross-curricular themes
  and so forth to deepen the level of learning and
  create a relevant and multi-curricular connection
  with a topic.
• This approach is heavily infused into a
  constructivist approach to learning. It is
  important to help the learner understand how this
  new learning connect to or challenges previous
  levels of knowledge. This approach allows the
  learner to build off of what they know and are
  able to do, while expanding their skills and
  knowledge base in the area.

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Need Based Learning

• There are many preferences, needs, or strengths
  to consider as one is planning a learning
  session.
• Some of the ways learners differ is through
• The questions they tend to ask
• Their preferred intelligence (Multiple
  Intelligence theory)
• The social emotional needs of the learner
  (Maslows Hierarchy and Emotional Intelligence)
• The learner preferred mode of accessing
  information (VAK)
• Group Preferences (Myers Brigs and Jung) and
• Brain-based learning research.

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Celebratory Learning

• This short PowerPoint just gives you some insight
  into the ways in which we try to integrate the
  research in a variety of areas of teaching and
  learning to inform engagement, instruction, and
  assessment. The rest of this seminar is designed
  to provide you information to more fully inform
  what you do, model, and say with your staff.