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AN INVITATION TO BEGIN THE JOURNEY TO BECOMING LEARNER-CENTERED

AN INVITATION TO BEGIN THE JOURNEY TO BECOMING LEARNER-CENTERED. Presented by Barbara L. McCombs, Ph.D Director of Human Motivation, Learning, and Development University of Denver Research Institute. PURPOSE OF WORKSHOP.

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AN INVITATION TO BEGIN THE JOURNEY TO BECOMING LEARNER-CENTERED

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  1. AN INVITATION TO BEGIN THE JOURNEY TO BECOMING LEARNER-CENTERED Presented by Barbara L. McCombs, Ph.D Director of Human Motivation, Learning, and Development University of Denver Research Institute

  2. PURPOSE OF WORKSHOP • To understand the Learner-Centered Model (LCM) from a research-validated perspective • To examine practices and outcomes for students and faculty the LCM produces • To understand the Assessment of Learner-Centered Practices (ALCP) survey tools • To invite faculty to participate in creating the vision of learner-centered learning communities

  3. THE LEARNER-CENTERED PRINCIPLES AS A FRAMEWORK FOR ENHANCED LEARNING AND MOTIVATION • Based on published research • Include strategies responsive to and respectful of diverse student needs • Include strategies consistent with the research-validated learner-centered psychological principles • Include strategies focused on positive relationships, choice and control, and building caring learning communities • Represent a paradigm shift that focuses on learning and learners

  4. WHAT ISSUS DOES A LEARNER- CENTERED FRAMEWORK ADDRESS? • How to meet the changing needs of learners that relate to improved student motivation, learning outcomes and retention • How to enhance student engagement in needed core disciplines • How to develop a range of student competencies and attitudes of lifelong learning • How to create learner-centered communities of practice

  5. LEARNER-CENTERED PSCYHOLOGICAL PRINCIPLES • Define influences of individual difference factors on learning and achievement • Group 14 research-validated principles within these areas of influence • Imply a holistic look at learners, their needs, and the contexts/practices that best meet these needs across the age span • See separate handout of Table 1 for a listing of all 14 principles • Can get free poster copy by emailing http://www.apa.org/ed/cpse/LCPP.pdf

  6. WHAT DOES THE LEARNER- CENTERED FRAMEWORK ADDRESS? • The Learner • Learning Opportunities • Learning Outcomes • Learning Context

  7. Learner-Centered Model: A Holistic Perspective Learner Learning Knowledge Learner Learning Integration of Factors Impacting Learners and Learning Learning • Cognitive and Metacognitive • Motivational and Affective • Developmental and Social • Individual Differences

  8. Evidence Based Characteristics of Learner-Centered Teachers • acknowledge and attend to each student’s uniqueness • understand learning and motivation to learn • create a positive climate that feels safe and secure • assume that all students want to learn and succeed • are knowledgeable of subject matter • provide choice and personal responsibility for learning

  9. Evidence Based Characteristics of Learner-Centered Teachers • have confidence in their ability to teach and reach different students • provide high quality explanations while encouraging students to think critically and independently • provide opportunities for active learning and student engagement in learning • see themselves as co-learners and partners with students in sharing responsibility for learning

  10. Evidence Based Characteristics of Learner-Centered Practices • Teachers use methods that address the whole learner and view students as partners in learning. • Teachers get to know each learner and form a safe, inclusive learning community before academic learning begins. • Teachers see selves as learners and facilitators rather than as directors. • Success is measured by academic and non academic outcomes.

  11. RESEARCH-VALIDATED DEFINITION OF “LEARNER-CENTERED” • Reflection of the Principles • Balances concern with learning and concern with needs • Is a complex interaction of qualities – as perceived by individual learners • Meaningfully predicts learner motivation and levels of learning and achievement

  12. STUDENT MOTIVATIONAL OUTCOMES LIKELY WITH LEARNER CENTERED PRACTICES • Take responsibility for their own learning • Engage in learning for understanding vs. grades • Achieve high academic and personal standards • Engage in independent learning activities • Seek further information about topics of interest • Persist in the face of learning challenges • Continue to refine their skills in chosen areas • Go beyond minimal assignments

  13. STUDENT ACADEMIC AND BEHAVIORAL OUTCOMES LIKELY WITH LEARNER-CENTERED PRACTICES • High levels of classroom achievement on indicator such as grades and test scores • High levels of classroom and school attendance, retention, and engagement • High levels of social and emotional skills • High levels of lifelong learning skills • Low levels of disruptive classroom behaviors

  14. WHAT DOMAINS OF PRACTICE MOST SUPPORT LEARNING AND MOTIVATION AT THE COLLEGE LEVEL? • Practices that support positive relationships and climate for learning • Practices that adapt to class learning needs • Practices that facilitate the learning process and support critical thinking and learning skills • Practices that encourage personal challenge and responsibility • Practices that provide for individual and social learning needs

  15. DOMAINS OF LEARNER-CENTEREDCLASSROOM PRACTICES:COLLEGE LEVEL Provides for Social Needs Encourages Personal Challenge/Responsibility Facilitates the Learning Process Adapts to Class Learning Needs Creates Positive Relationships

  16. IMPLICATIONS OF COLLEGE LEVEL VALIDATION RESULTS • The more learner-centered instructors are, the evidence suggests that not only do students have higher motivation and learning outcomes, but attendance is higher and retention is increased. • College level instructors find their jobs more fulfilling and feel more a part of the larger learning community.

  17. Learner-Centered Professional Development Tools • Help teachers engage in their own self-assessment process • Encourage teachers to reflect and think critically about their beliefs and practices • Allow teachers to examine educational theories and practices in light of their beliefs and experiences

  18. Characteristics of Learner-Centered Tools • What they are • Non-threatening • Tools for learning and change • Opportunities to share expertise • What they are not • Evaluations of competence • One-size-fits-all strategies • “Cookbook” teaching procedures

  19. SELF-ASSESMENT AND REFLECTION MODEL FOR PERSONAL CHANGE • PURPOSE: To support a personal change process with self-assessment tools from the K-20 Assessment of Learner-Centered Practices (ALCP). • USE OF TOOLS: For self-assessment and reflection on (a) relationships between beliefs and practice, (b) discrepancies between own and students perceptions of practices, and (c) suggested areas of change. • BENEFITS: Provides tool for taking personal responsibility for identifying areas of change and developing personal professional development plans.

  20. THE ASSESSMENT OF LEARNER-CENTERED PRACTICES (ALCP): Tools for Creating Learner-Centered Classrooms & Departments • INSTRUCTOR SURVEYS - for increasing awareness of impact on students • Instructor Beliefs and Assumptions about learners, learning, and teaching • Instructor Characteristics related to effective teaching • Instructor Assessment of Classroom Practices in areas most related to student motivation and achievement

  21. THE ASSESSMENT OF LEARNER-CENTERED PRACTICES (ALCP): Tools for Creating Learner-Centered Classrooms & Departments • STUDENT SURVEYS - for identifying students not being reached • Student Assessment of Classroom Practices in same areas as instructor assessments • Student Motivation, Interests, Learning Strategies

  22. What Can Be Learned From Learner-Centered Self-Assessment Tools? • How I Can Improve Instruction and Student Achievement • How I Can Create a Learner-Centered Environment • Areas Where I am Strong or Weak When Creating Learner-Centered Classrooms

  23. What Can Be Learned From Learner-Centered Self-Assessment Tools? • How to Relate to My Students Both Academically and Interpersonally • Areas Where I Can Accomplish My Greatest Professional Development and Growth • How I Can Use Self-Assessment as a Tool for System-Wide Reform and Change in Thinking

  24. GUIDED REFLECTION AND FEEDBACK PROCESS • Provides individual and confidential feedback on scores relative to the Learner-Centered Rubric • Allows reflection on areas of beliefs or practices that could shift in more learner-centered directions • Encourages faculty to take personal responsibility for ongoing learning and continuous improvement of practice

  25. USING THE ALCP COLLEGE LEVEL SURVEYS TO FACILITATE THE JOURNEY OF FACULTY TO LEARNER-CENTERED PRACTICES • Confirms that all faculty and teaching styles are needed to reach diverse learners • Validates effective teaching practices for different kinds of learning and disciplines • Provides ways to surface expertise and create systems for sharing successful strategies

  26. FEEDBACK TO DEVELOP INSTRUCTOR RESPONSIBILITY AND ACCOUNTABILITY • Comparisons with the Learner-Centered Rubric • Incentive to change • Development of personal professional development plan

  27. WHAT IS THE PROCESS MOSTFACILITATIVE OF CHANGE? • An Invitational Approach • Beginning with the People Most Interested • Being Inclusive • Trusting People will Come When Ready • Building Structures for Critical Connections • Adhering to Principle-Based Alignment of Practices across Domains

  28. Prepared By: Murguia Learning Institute, San Antonio College, 11/06 Source: Assessment of Learner Centered Practices and SAS EG, Table V_CrsSisDIS For Fall 2005 cohort and Spring 2006 cohort

  29. Prepared By: Murguia Learning Institute, San Antonio College, 11/06 Source: Assessment of Learner Centered Practices and SAS EG, Table V_CrsSisDIS For Fall 2005 cohort and Spring 2006 cohort *Average of Fall 2005 and Spring 2006

  30. What Defines Learner-Centered Classrooms and Schools? • “Learner-Centered” is in “the eye of the beholder” • Won’t look the same from day to day, class to class, school to school • Depends on needs of individual learners, the culture of the school, and characteristics of the community

  31. An Invitation • Becoming learner-centered can make teaching and learning more exciting for students and faculty • Forming new learning communities reduces feelings of isolation • Learning more about what it means to engage in learner-centered practices is offered in two follow-up workshops

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