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Learnersleague Review Editing and proofreading
services Learnersleague editing and proofreading
services are a blend of quality, affordability
and reliability. These are some of the attributes
that make us a trusted service. Creating
Effective Professional Learning Communities The
first experiences of community participation are
found in the United States and in some South
American countries in the early 1980s. These
experiences are given different names. Noteworthy
are Levin (Accelerated Schools), Slaving and
Corner, at Yale, as well as Every Parent a
Volunteer and Transforming Community Schools into
Open Learning Communities. All of these
experiences have in common the objective of
converting the school into a real agent of social
transformation (the school is one of the main
existing cultural institutions), providing
greater learning on the part of the students,
boosting their self-esteem (and naturally that of
the teachers) and making it possible to acquire
knowledge and skills during schooling that
provide them with equal opportunities with
schoolchildren under more favourable conditions.
From here, a school is proposed in which
dialogue, participation, cooperation, and
solidarity predominate among all who are part of
the educational community, with the aim of
improving the education of children. Here you can
see Learnersleague Facebook Review The classroom
in learning communities Thus, the didactic
methodology changes. More people enter the
classroom. All teachers are masters of everyone.
We work with reciprocal and cooperative The
notion of the classroom is expanded, as well as
the possibilities and educational function of
this space. It is not necessarily a place between
four walls, but any place where an educational
relationship is established between students and
between teachers and students. Cooperation and
dialogue play a fundamental role in building
children's learning This reconceptualization
expands the degree of responsibility and autonomy
of professionals in their management and
highlights the active role that students
themselves have in regulating exchanges, as well
as the reference parameters under which they act
time, spaces, norms, their referents and
communicative styles, all of these have enormous
explanatory potential and formative and self-
forming possibilities for teachers. Among the new
conceptualizations that the different lines of
work made emerge in the classrooms the following
stand out

they are contexts that allow individuals to
develop their own culture within the group and
not just the standardized reproduction of the
dominant social or academic culture they
represent relevant instances for the elaboration,
by the members themselves, of their teaching and
learning conceptions and practices, based on the
tasks performed, the experiences and the
interactions lived they create multiple
situations of communication and use of both oral
and written language as well as the various codes
of interpersonal relationship, based on the
levels, records and codes of the members
themselves they constitute a significant space
in the awareness of the individual as a social
being and for the realization of the learning of
power relations, either between adults
and students or between equals



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Produce in the individual opportunities for the
re-elaboration of more or less positive images
about himself and for the reinterpretation of the
social being of each of its components from the
situations experienced.
In this sense, all people who occupy educational
spaces play roles as active agents in the
construction of norms, in the re-elaboration of
social norms, values and in the construction of
rules of social relationships. In addition, the
effects of a social and affective nature that are
produced within the group are extraordinarily
important for individuals, because they affect
their own self- esteem and mitigate the impact of
a particular educational or institutional action
on the individual. The role of teachers in the
wake of didactic work
1.
As a methodology for interaction for
communication in problem-solving, in the contrast
of procedures or in the construction of concepts
and schemes, whether those of cognitive, ethical
or procedural character. As work organization it
favours metacognitive habits and
self-assessment. As a strategy for socialization
it implies certain social values (of academic,
gender, social and cultural integration) of
cooperation, as well as the participation and
favouring of the students' moral autonomy and
personal initiative Learnersleague
2. 3.
Conclusion From the social point of view, the
learning community is a proposal oriented to the
construction of innovative educational scenarios
at school, through the participation of the
various social agendas that form the learning
community students, the university, the school,
the teaching staff, the family, the local
community, etc. Each of these agents brings
valuable elements to the program, which
contribute to its long-term durability. From an
academic point of view, the learning communitys
project essentially seeks to develop
socio-affective, cognitive and psycholinguistic
skills in students through their active
participation in educational communities, whose
members carry out demarcated activities in a
learning environment. This program offers ample
daily opportunities for social interaction, the
oral and written community and practice in
solving problems of a different nature. From the
point of view of the transformation process, the
project of the learning communities is built
through the development of a series of phases, in
which they participate cooperatively and based on
the dialogue of the different socializing agents
who intervene in the educational
activities. From the point of view of training,
advice, and coordination, the project of the
learning communities is open to the community and
must be understood as such. This innovation
project of the learning communities is a possible
alternative to the school institution that aims
to achieve better and greater student learning
and to prevent many children from being socially
excluded in a democratic society.