Peer through the eyes of students. See school their way. When we act on what students show us, valued outcomes follow. Students know best what engages and bores them and can offer dynamic insight into how to pique their best. When we know how to listen, we learn to increase interest, motivation, and overall achievement through academic press and a supportive culture. This book shows readers how to tap into student insight and adjust thinking to see education and learning through their eyes. Experience new levels of engagement and growth as you learn to: •Build a culture of support, safety, and membership through academic excellence •Nurture the growth of engaged teaching See things their way and transform your learning environment into a challenging, cohesive, and satisfying model for growth and outcome. “Missing far too long from the school improvement literature is the students’ perspective. Joe Murphy demands that leaders learn to look through students’ eyes to better understand the gaps and opportunities for school improvement and creating positive relationships in which students can flourish. This book lays out the theory and research that undergirds developing a student perspective, and provides strategies and approaches for leaders that should become essential to their preparation and practice.” Terry Orr, Director of Future School Leaders Academy Bank Street College of Education “For 40 years educators have sought answers to the question: how do school leaders ‘make a difference’? This quest has taken us in many directions, but few scholars thought to look through the ‘eyes of students’. In this book Murphy provides a missing piece to this important puzzle.” Philip Hallinger, Professor Chulalongkorn University
Chapter Six: Constructed Learning
To our respondents, the process of learning would not seem to be defined by the acquisition of new understanding or insight but rather by brute completion of assigned tasks. (Mergendoller & Packer, 1985, p. 586)
Much has changed since the late 1960s in the way learning is organized in schools, but not in the direction that young people had advocated. (Burke & Grosvenor, 2003, p. 70)
In Chapter 5, we centered the spotlight on engaged teaching. Here we illuminate the work that unfolds in classrooms, again informed by and seen through the eyes of students. We acknowledge that distinction between these two broad categories is somewhat artificial but nevertheless necessary for analysis. Inside the category of constructed learning, we find seven core concepts: ...