High-Achieving, Engaged Learning Environments
Students are involved with issues that they regard as vital to them.
Students explain human differences and needs.
Students see the major concepts, broad ideas, and general principles, and they are not engaged in the learning of fragmented, isolated, factual information.
Students become part of the process of planning educational activities.
Students use values, such as fairness, equity, and justice in their classroom setting.
Students are actively engaged in learning.
Studentsí learning experiences often involve real-life experiences.
Students work cooperatively in heterogeneous groups.
Students are involved in such complex work as comparing, analysing, synthesizing, evaluating, generalizing, and problem-solving.
Students review their own work and rework to improve it, polish it, and refine it.
Students are involved with high-tech information access through electronic learning or computer networking.
Students reflect on their own lives and how they have come to understand, believe, and feel as they do.
The locus of learning is the learner and the goal of learning is the construction of meaning by the student.
Learning focuses less on low-level basic skills and isolated facts and more on enabling students to construct meaning, solve problems, make decisions, plan, and develop and learn content on cognitive processes, strategies, and skills.
The environment encourages self-regulated learning rather than teacher-regulated learning.
Instruction emphasizes depth of learning [expertise] rather than breadth of learning [exposure].