How to create a community of practice- legitimate peripheral participation.
Chapter 4
Quote: Community of practice implies “participation in an activity system about which participants share understandings concerning what they are doing and what that means in their lives and for their communities.” p 98 My classroom will be a community of practice not just learning. As we practice inquiry and evaluation we will discover themes in our lives, patterns in our thoughts and solutions to our problems. Only as each class member decides to participate in that community will real relevant learning take place.
Questions: How do I facilitate this community of practice? What language tools will empower my students to participate?
Connection: As my children grow, the best way for them to learn to parent is to participate in the community of the family. When they are young, they hear our instruction and learn to do for themselves. As they grow they are given responsibility for family duties and over other family members. They will learn the language of parenting and will gather and share the stories that will guide them through difficult and trying decisions. They are constantly learning and becoming the parent they will be as they live each day in our family.
Epiphany: Language is very important in the practice of a community. Knowledge is transferred and identities are changed as stories are shared. The authors distinguish between talking about and talking within a practice. (Lave, Wenger p109) In my classroom, my goal is not to teach chemistry. My goal and desire is to create scientists that may or may not go on to study higher levels of science. I will teach my students to wonder and question. These skills will lead them to identify problems and begin to create solutions. Language is key to these skill sets. We will talk about chemistry, but we must go beyond that to talk as scientists, to share insights, questions, and inquiries. As we tell stories of the science of our lives, we will transform and empower each other to real participation in the world of wonder around us.
Chapter 5: Conclusion
Quote: “Knowing is inherent in the growth and transformation of identities and it is located in relations among practitioners, their practice, the artifacts of that practice, and the social organization and political economy of communities of practice.” p122 If I teach only chemistry, my students may or may not learn chemistry. On the other hand, if I first seek to build relationships and connections, between myself, students, curriculum, and the world of wonder, than we will learn much more than chemistry.
Questions: How can I represent myself as a member of the community of participation, so that my students will choose to become involved?
Connection: Often, when talking about my career choice I hear people say, “I hated chemistry. I just couldn’t do it.” or “I am just not good at science.” I believe this is inaccurate. They may have had a hard time learning chemistry curriculum or representing science knowledge on tests, but everyday living is science, so they can be scientists. I can use a community of practice to help my students to transform their identities, so that they see themselves as scientists, problem solvers, and social contributors.
Epiphany: A developmental cycle is the cycle of reproduction of the master. How long and through what process is the transformation of a new-comer into an old-timer. This transformation involves understanding tasks and specific relevant language in the community, but also relationships and context. To participate in a community of practice empowers the “new-comer” to not only learn what an “old-timer” knows but to become what an “old-timer” is.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Chapter 4
Quote: Community of practice implies “participation in an activity system about which participants share understandings concerning what they are doing and what that means in their lives and for their communities.” p 98 My classroom will be a community of practice not just learning. As we practice inquiry and evaluation we will discover themes in our lives, patterns in our thoughts and solutions to our problems. Only as each class member decides to participate in that community will real relevant learning take place.
Questions: How do I facilitate this community of practice? What language tools will empower my students to participate?
Connection: As my children grow, the best way for them to learn to parent is to participate in the community of the family. When they are young, they hear our instruction and learn to do for themselves. As they grow they are given responsibility for family duties and over other family members. They will learn the language of parenting and will gather and share the stories that will guide them through difficult and trying decisions. They are constantly learning and becoming the parent they will be as they live each day in our family.
Epiphany: Language is very important in the practice of a community. Knowledge is transferred and identities are changed as stories are shared. The authors distinguish between talking about and talking within a practice. (Lave, Wenger p109) In my classroom, my goal is not to teach chemistry. My goal and desire is to create scientists that may or may not go on to study higher levels of science. I will teach my students to wonder and question. These skills will lead them to identify problems and begin to create solutions. Language is key to these skill sets. We will talk about chemistry, but we must go beyond that to talk as scientists, to share insights, questions, and inquiries. As we tell stories of the science of our lives, we will transform and empower each other to real participation in the world of wonder around us.
Chapter 5: Conclusion
Quote: “Knowing is inherent in the growth and transformation of identities and it is located in relations among practitioners, their practice, the artifacts of that practice, and the social organization and political economy of communities of practice.” p122 If I teach only chemistry, my students may or may not learn chemistry. On the other hand, if I first seek to build relationships and connections, between myself, students, curriculum, and the world of wonder, than we will learn much more than chemistry.
Questions: How can I represent myself as a member of the community of participation, so that my students will choose to become involved?
Connection: Often, when talking about my career choice I hear people say, “I hated chemistry. I just couldn’t do it.” or “I am just not good at science.” I believe this is inaccurate. They may have had a hard time learning chemistry curriculum or representing science knowledge on tests, but everyday living is science, so they can be scientists. I can use a community of practice to help my students to transform their identities, so that they see themselves as scientists, problem solvers, and social contributors.
Epiphany: A developmental cycle is the cycle of reproduction of the master. How long and through what process is the transformation of a new-comer into an old-timer. This transformation involves understanding tasks and specific relevant language in the community, but also relationships and context. To participate in a community of practice empowers the “new-comer” to not only learn what an “old-timer” knows but to become what an “old-timer” is.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.