Cambourne's conditions for learning
How educators are making literacy learning happen.
Looking at what facilitates literacy learning in the classroom, Brian Cambourne developed a set of conditions that have guided educators for years in setting up effective literacy pedagogy and instruction in the classroom.
THE CONDITIONS un-packed & personal REFLECTIONS
#1. Engagement
Engagement at all times. Ask yourself: "How can I talk less right now, and give responsibility and a chance for engagement to my students?" "I know this information, but what can I do to make my students find the information on their own?" "How can I talk less, and hear more of my students?"
These questions will be running through my mind as I am in front of my class. I want my students to be having "aha!" moments all of the time. This means that they will be doing most of the thinking in my classroom. This is what I believe the classroom entails.
It's attainable.
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The child must see that the demonstrations they observe are possible for them to do as well. They must see themselves as potential "doers" or "performers" of the task.
There's purpose.
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The child is able to see that what they are learning serves a purpose for them. By learning this material, they can further themselves, as they will be rewarded somehow in accomplishing this task.No fear, only trust.
The child knows no fear in making an attempt in, even if they are not "correct". Moreover, the child feels a strong sense of trust in their teacher.
#2. Immersion
Especially with a French Immersion background, I understand the importance of being immersed in language. It makes your learning environment so much more rich with useful information that can be both aestheically pleasing and useful for students.
#3. Demonstration
As a teacher, you are a role model to your students. Whatever you do, they want to do. They look up to you and want to achieve your literacy skills. Demonstrating is the gift that you give to your students.
#4. Expectation
All students in your classroom should feel like they are capable of being proficient communicators like you. If they believe in themselves, they have the ability to do great things. If students feel discouraged at any point, they may shut down. Rather, if you make it clear that you have an expectation with your students, they understand that you believe in them to be able to accomplish any task.
#5. Responsibility
The constructivist theory of learning puts learner responsbility as one of its underlying principles. Teacher is facilitator or learning, and the students have the responsibility of guiding their own
learning. I also believe in this model for learning, where the student must be given more responsibility as the student in order to encourage practical learning and overall student engagement.
#6. Use
Use. Use. Use. Use. I believe that it's important to give students as many chances as possible to succeed. Practice makes perfect. It is no different for our students.
Take advantage of the multiple modes of instruction, using technology and allowing students to capitalize on their preferred methods of learning and assessment. Giving students the options makes them excited to show you what they know.
#7. Approximation
Vygotsky's Zone of Proximal Development is the key to letting students see their goals as attainable, and taking the chance to realize them.
It's rewarding to achieve a goal, but there is nothing more rewarding than achieving one that is hard earned.
#8. Response
Students will enjoy the feedback from their peers and others because they want their work to be recognized. They want to be gratified for the hard work they've done and what they have accomplished. For this reason, this condition is one of the most valued conditions of them all.
Biography
Email: komazec@ualberta.ca
Website: http://milkomazec.wix.com/mskomazec
Location: Edmonton, AB, Canada
Phone: (000)000-0000