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Intentional Teaching
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Intentional Teaching
The Let Me Learn® Classroom in Action

Edited by:


November 2012 | 184 pages | Corwin
The Let Me Learn™ (LML) process demonstrates how to understand your students' learning needs, styles, and preferences and teach to their strengths. The authors provide an inventory (not a test!) that enables students to articulate and understand their own needs as learners, and allows you to plan effective instruction.

Suitable for all grade levels and abilities, the LML process:

- Increases students' metacognitive skills as they identify and articulate their own learning patterns

- Helps students with learning disabilities remain in the general education classroom - Promotes reflective teaching and intentional learning.

 
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
South Forsyth Middle School, Cumming, GA

Sample Materials & Chapters

Preface

Chapter 1: What Is the Let Me Learn Advanced Learning System?


Preview this book

Bonnie U. Dawkins

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. More About Author

Robert B. Kottkamp

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... More About Author

Christine A. Johnston

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... More About Author

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