Abstract
This article describes how teachers effectively manage learning through active engagement of all students throughout each class period. A case study is presented which demonstrates how students learn through active and reflective engagement with ideas, the environment, and other learners (National Middle School Association, 2010). The case study demonstrates the complex task of facilitating integrated, thematic collaborative learning. The case is based on a middle level classroom, but the concepts can be naturalistically generalized by readers to elementary or secondary settings. The case study can be used with pre-service and in-service teachers in a variety of professional development contexts. It can be useful to help educators differentiate between classroom management and behavior management. This paper advances what is known about managing integrated, thematic learning through connecting the theoretical literature with an actual case where these principles are applied.
Highlights
In this paper, a classroom case study is presented to demonstrate how active and reflective teaching and learning strategies work as tools for managing classroom learning
This case study can be used with pre-service and in-service teachers in a variety of teacher education and professional development contexts
The case study demonstrates the complex task of facilitating integrated, thematic collaborative learning (National Middle School Association, 2010)
Summary
A classroom case study is presented to demonstrate how active and reflective teaching and learning strategies work as tools for managing classroom learning. The case study demonstrates the complex task of facilitating integrated, thematic collaborative learning (National Middle School Association, 2010). The concept of engaging students through integrative, thematic, and reflective activities could enhance teaching and learning in any cultural setting, in any part of the world. Advantages of using these strategies include greater engagement of students which results in deeper thinking and long-term retention of learned concepts. Disadvantages include greater preparation time for educators and the challenge of providing access to multiple learning resources. The challenge of resources can be overcome through access to a library, or through access to the World Wide Web
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