Students Taking Charge

Sulla, Nancy

doi:10.4324/9781315855400

Cited by 3 publications

(6 citation statements)

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“…The LATIC structure has its roots in Vygotsky's (1978) Zone of Proximal Development (Sulla, 2013)aswellasinhistheoryofsocialconstructivism.VygotskynotedthroughtheZoneofProximal Development(ZPD)thevalueofstudents"problemsolvingunderadultguidanceorincollaboration withmorecapablepeers"(p.86).Hisworkhighlightedtheimportanceofsocialinteractioninthe classroom and argued that students need help mastering new skills or material from either their classroomteacherorapeer.Moreover,histheoryofsocialconstructivismspecificallyemphasized thecollaborativenatureoflearningandacknowledgedtheroleoflanguageandcultureincognitive development.Further, Wass,Harland,andMercer's(2011)researchindicatedthatwhilecurriculum planningandcourseactivitiesareimportantinscaffoldingthedevelopmentofcriticalthinking,less formalorunplannedsocialexperiencesarealsoessential.Forexample,peersupport,peerandteacher conversations,andteachersservingasarolemodelforclassroomlearningareallimportantcomponents thatleadtostudentlearning,engagement,andcriticalthinking.TheLATICstructuresupportsthis notionthroughitsemphasisonpeertopeercollaborationandsupportinpursuitofknowledge.…”

Section: Theory Of Social Constructivism and Concept Of Zone Of Proxi...mentioning

confidence: 99%

“…Beyonddigitalliteracy,intoday'sworldofdiverselearnersinoneclassroom,differentiatedinstruction isanecessity. Sulla(2013)characterizeddifferentiatedinstructionasprovidingvariousactivities, choicesandapplicationsforvariousstudentlearningstyles,cognitiveabilities,andthemethodof developingalternativesforstudentswithdisabilitiesorstudentswhowouldbenefitfromopportunities ofextendedlearning.Aldridge(2010)explainedthatdifferentiatedinstructionshouldnotchange whatistaught,butratherhowitistaught.Educatorsshouldfocusonthestrengthsofeachstudent asanindividualandconsidertheiruniquepersonal,familiar,andculturalcharacteristicsinorderto developappropriatelearningrequirementsandgoals.ThroughtheLATICstructure,studentsareall workingonthesameconcept,yetdifferentiatedinstructionallowsforstudentstoworkontheseskills throughvariedactivities (Sulla,2013).Therefore,theteachercanreachstudentsofvaryingabilities duringthesameinstructionalandlearningactivitytime.…”

Section: Differentiated Instructionmentioning

confidence: 99%

“…TheabovedescribedconceptsworktogethertoformthefoundationoftheLATIC. Sulla's(2013) intentwiththeLATICstructurewastofosterengagedlearners,studentresponsibilityforlearning, andacademicrigor.Sheexplainedthatneitherbusynorhappystudentsareallnecessarilyengaged withtheirlearning. Groccia(2018)explainedthatengagedlearnersshowinitiativeintheirlearning, practiceconcentratedeffortandfocus,preferchallengingtasks,andcommunicatepositiveemotions aboutlearningincludinginterest,eagerness,optimism,andcuriosity.Therefore,teachersshouldstrive toproduceminds-onactivities,ratherthansimplyhands-onactivities.Itisimportantforteachers tolookcloselyattheirstudents'activitylevelintheclassroomandtoensurethattheyarethinking deeplyaboutthecontent.Further,educatorsshouldconsiderthegoalofaparticularlessonandensure thatstudentsareengagedwiththesubjectmatter,notjustwiththeactivityorthetechnologybeing usedduringtheexercise (Sulla,2013).…”

Section: The Foundation Of Latic Instructional Structuresmentioning

confidence: 99%

“…Additionally, Sulla(2013)positedtheimportanceofstudentresponsiblyforlearning.Sheargued againstthelearningenvironmentwhere ateachertakes moreresponsibility forlearning than the studentsbyremindingstudentstotakeoutapenandpaper,lineupatthedoor,completethetask explainedontheboard.Instead,undertheLATICstructure,studentsshouldentertheclassroom eachday,pickuptheirfolderorlogontoawebsitewiththeircreatedschedule,reviewtheirteacher's comment,andbeginworkingonactivitiestheydecideduponeitherindividually,inpairs,orinsmall groups.Again,thestructureoftheirworkforthedayisdecidedbythestudent.Thestudentsalso determinewhatresourcestheywillneedforthedayandutilizesanalyticrubricstoevaluatetheir progress. Sulla(2013)explainedthatthestudentresponsibilityforlearningrequirestheteacherto clearlyarticulatedexpectationsandconsequences,todevelopspecificlearningstructures,andto provideguidanceandfeedback.…”

Section: The Foundation Of Latic Instructional Structuresmentioning

confidence: 99%

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Learner-Active Technology-Infused Classroom

Statti

2021

International Journal of Smart Education and Urban Society

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With the continued rise of importance in developing digital learners, this article seeks to review a study centered on an example of innovative, technologically-advanced curriculum through the learner-active technology-infused classroom (LATIC) format as well as to discuss the possibilities of engaging learners in this format through virtual education settings. The LATIC approach pursues student achievement through three primary principles: academic rigor, student engagement, and student responsibility. In order to accomplish these goals, students are encouraged to work both independently and collaboratively, to use technology seamlessly as a tool for learning, to set goals, manage projects, assess progress, and identify their own resources for learning. In the midst of the COVID-19 global crisis and its tremendous impact on learning, this article first reviews the original case study of a 3rd-grade LATIC and then further discusses the potential for incorporating these concepts into online and homeschool education.

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Section: Theory Of Social Constructivism and Concept Of Zone Of Proxi...mentioning

confidence: 99%

Section: Differentiated Instructionmentioning

confidence: 99%

Section: The Foundation Of Latic Instructional Structuresmentioning

confidence: 99%

Section: The Foundation Of Latic Instructional Structuresmentioning

confidence: 99%

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Learner-Active Technology-Infused Classroom

Statti

2021

International Journal of Smart Education and Urban Society

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“…A teacher could explain to them that that the best way to learn something is to teach it, so peer tutoring works well for this group. Good usage of grammar and spelling (11) Some mistakes in grammar and spelling (6) Misspelled words and poor control over grammar (3) Part of student-centered learning is student self-assessment and self-correction. However, when students are asked to assess their own or peers' work, students from some cultures (typically Asian) are overcritical, while from others (South America, Arabic countries) tend to credit each other with higher grades.…”

Section: Cultural Learning Attributes Of Students Native Of Above mentioning

confidence: 99%

Cultural Attributes of Students to Make Student-Centered Approach Successful

Filatova¹

2015

IJLLL

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Abstract-Student-centered approach to teaching and flipped classrooms have recently become a focus of on-going teaching discussion. They are powerful tools in helping students to develop their language and interpersonal communication skills, promote cooperation, academic curiosity, responsibility, and active and deep learning. We will focus on student attributes specific to culture that should be taken into consideration when teaching students native of different areas namely from Arabic, Asian and South American and Eastern European countries when teaching in a student centered classroom. Although the examples are from teaching English as a second or foreign language to students of above mentioned nationalities in an Intensive English Language program at an American University setting, the author believes that general principles can be applied to teaching other disciplines to international students.Index Terms-Attributes specific to cultures, independent work, project learning, student centered learning.

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Learner-Active, Technology-Infused Classroom

Statti

2020

Handbook of Research on Digital Learning

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This chapter seeks to present an example of technologically-advanced curriculum through LATIC (learner-active, technology-infused classrooms). This study aimed to explore the specific application of LATIC curriculum in a 3rd grade Title 1 classroom in Southwest Florida. The research focused on 1) the intended and achieved learning outcomes of the curriculum, 2) student engagement with their peers, teacher, and technology, and 3) experienced successes as well as any challenges faced during the LATIC implementation process. Further, the purpose of this research was to experience the day to day functions of a LATIC in order to evaluate its appropriateness for learners of varying educational levels and backgrounds. Through the case study methodology, the researcher utilized classroom observations, interviews with the teacher, and an analysis of classroom documents and visual materials as a means to understand both the role of the students and of the teacher in a LATIC environment.

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Students Taking Charge

Cited by 3 publications

References 0 publications

Learner-Active Technology-Infused Classroom

Learner-Active Technology-Infused Classroom

Cultural Attributes of Students to Make Student-Centered Approach Successful

Learner-Active, Technology-Infused Classroom

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