Transcript Slide 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
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 LearnerCentered Practices (ALCP) survey tools
 To invite faculty to participate in creating the
vision of learner-centered learning communities





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 researchvalidated 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
WHAT ISSUS DOES A LEARNERCENTERED 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
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
WHAT DOES THE LEARNERCENTERED FRAMEWORK ADDRESS?
 The Learner
 Learning Opportunities
 Learning Outcomes
 Learning Context
Learner-Centered Model: A Holistic Perspective
Learner
Learning
Knowledge
Learner
Integration of Factors
Impacting
Learners and Learning
•Cognitive and Metacognitive
•Motivational and Affective
•Developmental and Social
•Individual Differences
Learning
Learning
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
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
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.
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
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





STUDENT ACADEMIC AND BEHAVIORAL
OUTCOMES LIKELY WITH LEARNERCENTERED 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
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
DOMAINS OF LEARNER-CENTERED
CLASSROOM PRACTICES:
COLLEGE LEVEL
Provides for
Social Needs
Encourages Personal
Challenge/Responsibility
Facilitates the Learning Process
Adapts to Class Learning Needs
Creates Positive Relationships
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.
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
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
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.
THE ASSESSMENT OF LEARNER-CENTERED
PRACTICES (ALCP): Tools for Creating LearnerCentered 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
THE ASSESSMENT OF LEARNER-CENTERED
PRACTICES (ALCP): Tools for Creating LearnerCentered 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
What Can Be Learned From LearnerCentered 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
What Can Be Learned From LearnerCentered 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
Figure 2 - Creates Positive Interpersonal Relationships
TEACHER EXAMPLE
almost always 4.00
3.50
often 3.00
2.50
sometimes 2.00
1.50
almost never 1.00
.50
Students
Student Perceptions
Scores range from 1(low) to 4(high)
Line represents Learner-Centered Rubric.
Teacher Perceptions
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
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
FEEDBACK TO DEVELOP INSTRUCTOR
RESPONSIBILITY AND ACCOUNTABILITY
 Comparisons with the Learner-Centered
Rubric
 Incentive to change
 Development of personal professional
development plan
WHAT IS THE PROCESS MOST
FACILITATIVE 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
Assessment of Learner-Centered Practices
San Antonio College Student LC Groups
4
3.5
3
2.5
2
1.5
1
Student self-efficacy
Being actively engaged
while learning
Knowledge seeking
curiosity in learning
Intrinsic motivation
Extrinsic motivation
orientation directed to orientation directed to
learning and mastering achieving high grades or
task goals
scores rather than
learning
STUDENT LEARNING AND MOTIVATIONAL VARIABLES
Low
Medium
High
Assessment of Learner Centered Practices
Productive Grades Rates (PGR) and Retention Rates (RTN)
By Learner Centered Group and Other MLI
Spring 2006
81%
70%
68%
72%
67%
59%
50%
Low
55%
Medium
High
Learner Centered
PGR
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
Other MLI
RTN
Assessment of Learner Centered Practices
Productive Grade Rates (PGR*) and Retention Rates (RTN*)
By Learner Centered Group and Other MLI
82%
70%
69%
73%
69%
61%
52%
54%
Low
Medium
High
Learner Centered
PGR*
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
Other MLI
RTN*
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
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