Learner-Centered Instruction

1. Learner-Centered Instruction Tier I - Professional Development Quality Teaching & Learning

2. Quality Teaching and Learning Tier Professional Development • Tier I – (required) Understanding and commitment to using LCI (you are here). • Tier II- (required) Identifying and using Learner-Centered strategies. • Tier III – (optional) Professional development for future quality teaching tier champions.

3. A.I.M.

4. Overview • Brain Research • Learner-Centered Instruction • Sharing Best Practices • Teaching Philosophy

5. In order to feel confident in our philosophy about teaching we must know how learning occurs. • What is “learning”? • What is brain research? • How do students learn? • How can we promote learning?

6. Definition of Learning Definition of LEARNING: Merriam-Webster • Knowledge or skill acquired by instruction or study • Modification of a behavioral tendency by experience (as exposure to conditioning) • So how does learning occur?

7. How the Brain Learns

8. How Do Students Learn? • The first trip across the ravine is the hardest. How can you assist your students in their first “trip” coming across new content? • The climbers had significant background knowledge, which enabled them to be successful. How can you integrate your students’ background knowledge in the classroom? • The climbers often crossed the ravine independently. How can you encourage your students to take many trips independently, i.e. become independent learners?

9. How Do We Facilitate Learning? You now know… • Definition of learning • Brain research

10. How Can We Best Facilitate Learning? • Strengthening our students’ C.O.R.E. • C.O.R.E. is acronym for connect, organize, reinforce, and engage.

11. C.O.R.E. Connect • Schema (mental framework) • Background, experiences, and culture O R E

12. Connect Connect • Schema (mental framework) • Background, experiences, and culture O R E

13. Connect • Brainstorm ways that you can help your students draw on previous experiences or existing schema in order to connect with your course content. • Be prepared to share one idea.

14. Organize Connect • Schema (mental framework) • Background, experiences, and culture Organize • Hierarchy and sequence • Frames, guides, and patterns R E

15. Visual Organization WWI Ally: Italy Germany’s Partners: Austria-Hungary, Turkey, Bulgaria 14 million deaths WWII Germany’s Partners: Japan, Italy 55 million deaths World power shifts to USSR and USA Greater impact on world politics

16. Organize • Brainstorm ways that you can help your students organize their learning of the course content through hierarchies, sequences, frames, guides, and patterns. • Be prepared to report out to the entire group.

17. Reinforce Connect • Schema (mental framework) • Background, experiences, and culture Organize • Hierarchy and sequence • Frames, guides, and patterns Reinforce • Review • Reconnect and reorganize E

18. Concept Maps for Reinforcement

19. Engage Connect • Schema (mental framework) • Background, experiences, and culture Organize • Hierarchy and sequence • Frames, guides, and patterns Reinforce • Review • Reconnect and reorganize Engage • Meaningful experiences • “Hands on, minds on”

20. Engage Your C.O.R.E. • In learning about the C.O.R.E. • In what ways were you engaged throughout this session? • Reflect • Share with a partner • Report out

21. When We Come Back... 10 minute break

22. What is Learner-Centered Instruction? Baker College: “Learner-centered instruction means that students are engaged participants in their learning and the instructor is responsible for creating and facilitating quality learning experiences that maximize student learning.”

23. The TC-LC Continuum Teacher-Centered Learner-Centered Teacher Transmitted Summative Content coverage Who Learner Constructed Formative and summative Student learning Knowledge Assessment Goal

24. The TC – LC Continuum • Is it all or nothing? Should it be exactly 50/50? • What variables affect the TC – LC continuum, i.e. what demands more teacher-centered instruction, and what demands more learner-centered instruction? • For the course(s) that you teach, what is the ideal balance of these elements – who is responsible, how knowledge is acquired, the type(s) of assessment used, and the goal of instruction?

25. What is one of your best LCI practices? What are other faculty’s best LCI practices? Sharing Best LCI Practices

26. Sharing Best LCI Practices Think – Pair – Share • 3 minutes to think • 6 minutes to share What? How? When? Why?

27. Teacher/Student Analogy Teacher is to student as ____________________is to ____________________.

28. What is a teaching philosophy? • A self-reflective statement of your… • Values • Beliefs • Attitude …in regard to teaching and learning • “Internal compass” • Guides you as you guide your students

29. My Teaching Philosophy Use the prompts … or free write

30. So What? • What purpose does your philosophy have after today? • Where can you learn more about teaching philosophies? • Will I be asked to revisit or refine my philosophy in the future? Why?

31. Conclusion Teaching philosophy Big ideas My commitment