"Teachers need to begin viewing themselves as facilitators for learning. This book addresses this need." -Patti Grammens, Teacher South Forsyth Middle School, Cumming, GA Follow a teacher's year-long journey to creating a student-centered classroom! When learners understand how to use their unique learning processes with intention, they open a whole new world of learning. This inspiring book focuses on one teacher's implementation of the Let Me Learn (R) system, a cutting-edge teaching method that transforms learning differences into strengths. Over the course of a year, teacher Bonnie Dawkins builds a classroom community in which children understand themselves as learners, are empowered to ask for help, and work together to achieve. Relevant to teachers of all grade levels, this resource offers: A widely researched approach that gives students metacognitive skills for life Five essential tools of the Let Me Learn Advanced Learning system Vignettes in the voices of students as they discover their own and others' ways of learning An instructional toolbox that empowers students to excel where learning styles theory and teaching to preferences have fallen short Through a teacher's personal story, you can explore a student-centered approach that makes a measureable difference in the classroom for both students and teachers, including greater achievement and more productive relationships!
Dr. Bonnie U. Dawkins is an elementary school teacher with 24 years experience in public education. She received her Ed.D. from Hofstra University in 2008, her Ed. M. from Harvard University, and her B.A. from The Catholic University of America. Dr. Dawkins is lead teacher in her school and regularly conducts professional development workshops on learning, teaching, and curriculum. Her research interests include reflective practice and teacher and student learning. Her certification in the LML Process equips her as a LML consultant and mentor. Robert B. Kottkamp is Professor Emeritus, Department of Foundations, Leadership and Policy Studies, Hofstra University. He received his BA from DePauw University and both MAEd and PhD from Washington University. Dr. Kottkamp has coauthored five books, the latest being, Reflective Practice for Educators: Professional Development to Improve Student Learning (2nd Edition) with Karen F. Osterman. His chapter with Edith A. Rusch, The Landscape of Scholarship on the Education of School Leaders, 1985-2006, is forthcoming in the Handbook of Research on Leadership Preparation. He maintains a keen interest in the continuing development of the Let Me Learn Process (R) and in researching its processes and effects. Professor Kottkamp is fortunate to have chaired the doctoral research of coauthors, Dr. Chris Johnston and Dr. Bonnie Dawkins; creating this book together as peers has been a wonderfully fulfilling learning experience. Dr. Christine Johnston is the former Director of the Center for the Advancement of Learning, Rowan University where she headed-up research inquiries studying the effects of the Let Me Learn Process on teacher-student interaction, student learning outcomes, literacy, and student persistence. For the past eleven years she has engaged in studies on the Let Me Learn Process including work with 19 universities within the US and abroad, and 38 US school districts including a two-year consultancy to the EU's Grundtvig Project working with participants from Italy, Spain, the UK, the Czech Republic, Slovenia, Malta, and Holland. Dr. Johnston received her Ed.D. from Rutgers University in 1985, her M.A. from the University of Wisconsin-Milwaukee , and her B.A. from the University of Wisconsin-Eau Claire. Dr. Johnston currently serves on the external advisory board to the University of Wisconsin-Eau Claire's College of Education and Human Sciences. She has authored and co-authored five books and numerous articles and chapters on the Let me Learn Process. She has been the recipient of a Ford Foundation Educational Internship, an NSF Graduate Fellowship, a Department of Education, State of New Jersey, education-innovation grant, and a Corporate DuPont Education grant.
List of Figures Preface Acknowledgments About the Authors Introduction 1. What is the Let Me Learn Advanced Learning System? The Theoretical Basis for the Let Me Learn Process The First Tool: The Learning Connections Inventory The Second Tool: The Personal Learning Profile The Third Tool: The Word Wall The Fourth Tool That FITs the Learner to the Task The Fifth Tool That Pulls It all Together: The Strategy Card The Overall Effect of Using LML Tools and Skills: Interntional Learning and Intentional Teaching The Power of Let Me Learn's Integrated System 2. Meet Bonnie: Getting to Professional Change Through an Advanced Learning System The Catalyst for Seeing the Possibility of Change An Inquisitive Student of Learning: A Discerning Practical Professional Why the Let Me Learn Process? A Conscious Choice Bonnie's Learning Profile Bonnie's Advice to Teachers Who Want to Implement LML Bonnie's Experience of Change (Bob's Perspective) 3. September/October: Understanding the Self as Learner Vignette 1: "Where Are All the Good Kids?" Vignette 2: Eleanor's Search for the One Right Answer Bonnie's Reflections Implementation Activities LML's Effect on Communication (Bob's Perspective) Bonnie's Experience of Change (Bob's Perspective) 4. November: Accepting Others as Learners Vignette: Responses to The Giver Bonnie's Reflections on Affect, Learning, and Community Implementation Activities LML and Affect (Bob's Perspective) Bonnie's Experience of Change (Bob's Perspective) 5. December: Sustaining the LML Classroom Vignette: Thomas's Nightclub Act Bonnie's Reflection on Thomas's Night Club Act Implementation Activities LML's Effect on Student Thinking (Bob's Perspective) Bonnie's Experience of Change (Bob's Perspective) 6. January: Becoming Intentional: The Turning Point Vignette: Dina and the Tough Question Bonnie's Reflection on Dina's Tough Question Implementation Activities LML's Effect on Student Engagement (Bob's Perspective) Bonnie's Experience of Change (Bob's Perspective) 7. February: Learning to Navigate the Challenges of Group Work Vignette: Anything but the Goat Bonnie's Reflection on Russell and the Group Implementation Activities LML's Effect on Pattern Conflicts (Bob's Perspective) LML?s Effects on Resolving Pattern Conflict and Building Teams (Bob's Perspective) 8. March: The Tipping Point Vignette: An Internal Crisis My Precision Pattern Intertwines With Accountability and Outcomes Bonnie's Reflection on the Pain of Change Implementation Activities LML and Change (Bob's Perspective) Reflective Practice Lies at the Heart of the LML Process (Bob's Perspective) 9. April: Evidence of a Transformed Classroom Culture Students Help Each Other Become and Remain More Mindful Vignette: Kippy Gets It Because His Peers Get It! Bonnie's Reflection Implementation Activitiy: Simulating FIT--Forging, Intensifying, or Tethering LML and Respect (Bob's Perspective) LML?s Effect on Classroom Culture (Bob's Perspective) 10. May: So Much to Do?So Little Time! Panic or Picnic Vignette: A Timeless Moment Bonnie's Reflection Implementation Activities LML's Effect on the Teacher (Bob's Perspective) 11. June: Note to Self--I Am a Viable Learner Students' Advice to Their Future Selves Bonnie's Reflection What Is It About LML That Enables Change to Succeed? (Bob's Perspective) 12. Epilogue: Honoring Intentional Teaching Laurie's Gift Bonnie's Reflection Appendix: Additional Information About the Let Me Learn Process Glossary of Let Me Learn Terms References Index
"Teachers need to begin viewing themselves as facilitators for learning. This book addresses this need." -- Patti Grammens, Teacher
