Transcript HISTORY OF THE APA LEARNER

WHAT IS OUR GLOBAL
AGENDA? A Look at LearnerCentered Teaching and Learning
Barbara L. McCombs, Ph.D.
Senior Research Scientist
University of Denver Research Institute
Email: [email protected]
Purpose of Presentation
 To describe my own journey in identifying global
issues in learning and teaching
 To describe what I’ve learned about practices that
improve motivation and achievement in several
international studies
 To identify some of what I think are the most
important global educational issues in any learning
context (on- or off-line)
 To challenge participants to become involved in
participating in a transformational redesign of
educational systems
How the Journey Began
 My family beginnings
 Trying to understand natural love of learning
 Researching different models of motivation
 Finding research validated principles
 Exploring how these principles translate into
practice in the US and other countries
 Seeing what’s needed in new educational
paradigms, including those using online
learning technologies
Understanding Motivation
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Learning as a natural process
Curiosity as a natural process
Motivation to learn as a natural process
What happens in schools?
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Students can’t follow their natural interests –
to inspire students they need to see relevance
and meaning
Students can’t make choices and be
autonomous – to engage students they need
to have a say in what they learn and how they
learn it
What Does the Research Say?
 What is the evidence?
 Where does it come from?
 Is there any global confirmation?
 How does the evidence translate
into practice?
THE LEARNER-CENTERED PRINCIPLES
AS A FRAMEWORK FOR ENHANCED
LEARNING AND MOTIVATION
 Based on published research on learning, individual
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differences, and needs of learners
Include strategies responsive to and respectful of diverse
needs of students as learners
Imply that programs and practices must include strategies
consistent with the research-validated learner-centered
psychological principles
Strategies focus on creating positive relationships,
providing choice and control, and implementing
approaches to building caring learning communities
Represent a paradigm shift or transformed and balanced
view of cognitive, social, and emotional issues that
focuses on learning and learners
WHY IS THIS FOUNDATION
IMPORTANT?
 A compelling rationale is needed to balance a focus on
learners and learning.
 There is an increased global recognition that educational
systems must prepare students for life, productive careers,
and to be learners for life.
 There is growing research support that academic
standards and content expertise are not sufficient to assist
students in developing into knowledgeable, responsible,
caring, and academically competent lifelong learners.
 One of the primary benefits of basing practices on
research-validated Principles that span over a century of
research is that they are theoretically, empirically, and
experientially grounded based on feedback from teachers
and other educators.
BACKGROUND ON DEVELOPMENT OF
LEARNER-CENTERED PRINCIPLES (LCPs)
 The original document was developed in 1991-92 and
disseminated in 1993 in response to changes in national
educational policy that ignored knowledge base on learning
and learners.
 The LCPs emerged from an intensive review of a century of
research on learning, motivation, development, and
individual differences in learning.
 This document was revised in late 1997 as new knowledge
became available and new concerns with national
educational policy surfaced.
 As current research has continued to define evidence-based
practices, a new APA Task Force is creating a set of tools for
communicating evidence based practices that are
developmentally appropriate for pre-K-12 students.
APA LEARNER-CENTERED
PSCYHOLOGICAL PRINCIPLES
 14 principles divided into 4 domains or factors
influencing learning and achievement
 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 also download full version at:
http://www.apa.org/ed/cpse/LCPP.pdf
METACOGNITIVE AND
COGNITIVE FACTORS
 Learning is a natural process
 Learning is personal constructions of
meaning
 Learning is relating personal meanings to
shared knowledge
 Learning is facilitated by higher-order thinking
processes
 Learning is facilitated by environmental
factors, including culture, technology, and
instructional practices
MOTIVATIONAL AND
AFFECTIVE FACTORS
 Motivation is a function of internal beliefs,
values, interests, expectations, emotions,
states of mind
 Motivation to learn is a natural process when
beliefs and emotions are positive and when
external context is supportive
 Motivation-enhancing tasks facilitate higherorder thinking and learning processes as a
function of perceived relevance and
meaningfulness as well as optimal difficulty
and novelty
DEVELOPMENTAL AND
SOCIAL FACTORS
 Learning is influenced by unique genetic and
environmental factors
 Learning is facilitated by developmentally
appropriate experiences and materials
 Developmental differences encompass
physical, intellectual, emotional, and social
areas
 Learning is influenced by social interactions,
interpersonal relations, and communication
with others
INDIVIDUAL DIFFERENCES
FACTORS
 The same basic principles of learning apply to all
individuals
 Learners differ in learned and genetic
“preferences” for how they learn
 Individual’s unique perceptions, learned beliefs,
and prior learning experiences provide a “filter” for
learning new information and interpreting “reality”
 Setting appropriately high and challenging
standards and assessing the learner and learning
progress are integral parts of the learning process
WHAT DOES THE LEARNERCENTERED FRAMEWORK ADDRESS?
 The Learner - perceptions, needs, motivation
 Learning Opportunities - types of teaching and
learning experiences that can meet learner
needs for success, belonging, autonomy
 Learning Outcomes - including affective,
cognitive, social, and performance domains
 Learning Context - climate for learning,
including expectations, teacher and technology
support, time structures, adaptability to student
needs, and a focus on fostering positive learning
communities
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
Translating the LearnerCentered Principles into Practice
 Selecting a theoretical framework that
captures the LCPs
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Person-centered
Phenomenological
 Identifying evidence-based practices
consistent with the LCPs
 Measuring the efficacy of person and practice
variables in predicting important learner
outcomes
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
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
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Evidence Based Characteristics of
Learner-Centered Practices
 The emphasis is on methods that address the whole
learner and his or her academic and non-academic needs
and students are partners in co-creating learning
experiences, climate, and community.
 Practices at the classroom and school levels begin with
strategies for getting to know each learner and forming a
safe, inclusive learning community before academic
learning begins.
 Teachers see themselves as learners and co-learners with
students and each other, and as facilitators rather than
directors of student learning.
 Success is measured by academic and non academic
outcomes and by sustaining attitudes of ongoing learning,
change, and improvement.
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
THE ASSESSMENT OF LEARNERCENTERED PRACTICES (ALCP): Tools for
Creating Learner-Centered Classrooms
 TEACHER SURVEYS - for increasing awareness of impact on
students
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Teacher Beliefs and Assumptions about learners,
learning, and teaching
Teacher Characteristics related to effective teaching
Teacher Assessment of Classroom Practices in areas
most related to student motivation and achievement
 STUDENT SURVEYS - for identifying students not being
reached
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Student Assessment of Classroom Practices in same
areas as instructor assessments
Student Motivation, Interests, Learning Strategies
Characteristics of LearnerCentered Tools
 What they are
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Non-threatening
Tools for learning and change
Opportunities to share expertise
 What they are not
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Evaluations of competence
One-size-fits-all strategies
“Cookbook” teaching procedures
RESEARCH-VALIDATED DEFINITION OF
“LEARNER-CENTERED”
 Reflection of the learner-centered Principles in the
programs, practices, policies, and people that
support learning for all learners
 Balances the concern with learning achievement
and the concern with diverse learner needs
 Is a complex interaction of qualities of the teacher
in combination with characteristics of instructional
practices – as perceived by individual learners
 Meaningfully predicts learner motivation and levels
of learning and achievement at different
developmental levels (grades K-3, 4-8, 9-12)
LEARNER-CENTERED CONCEPTS
 CHOICE
 CONNECTION
 RESPONSIBILITY
 COMPETENCE
 RELEVANCE
 RESPECT
 CHALLENGE
 COOPERATION
 CONTROL
 RELATIONSHIPS
DOMAINS OF LEARNER-CENTERED
CLASSROOM PRACTICES FOR
GRADES K-3
Facilitates
Thinking and
Learning Skills
Provides Motivational Support
Creates Positive Relationships
DOMAINS OF LEARNER-CENTERED
CLASSROOM PRACTICES FOR
GRADES 4-8 AND 9-12
Adapts to
Individuals
Encourages
Higher-Order
Thinking
Honors Student Voice
Creates Positive Relationships
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
STUDENT MOTIVATIONAL OUTCOMES
FOUND 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 out 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 FOUND WITH
LEARNER-CENTERED PRACTICES
 High levels of classroom achievement on
indicator such as grades and test scores
 High levels of classroom and school
attendance and engagement
 High levels of social and emotional skills
 High levels of lifelong learning skills
 Low levels of disruptive classroom behaviors
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
A Universal Systemic Framework
 An ecological framework for
learning – one that defines the
complex factors affecting learning
from inside and outside the learner
 A living systems framework – one
that defines the domains of system
functioning
Conceptual Framework:
Domains of Living
Systems
TECHNICAL
Findings from International
Studies
 England – Looked at relationships between learner-centeredness as
assessed by the ALCP surveys for upper elementary and secondary
students and students’ lifelong learning skills. Found that students in
more learner-centered classrooms had higher lifelong learning skills on
6 of the 8 dimensions measured.
 Ireland – Looked at elementary students development of self-regulated
learning and motivation skills as a function of how learner-centered the
teachers practices were using the ALCP surveys and measures of selfregulated learning. Found significant relationships between learnercenteredness and students self-regulated learning and motivation.
 Philippines – Looked at the practices of college instructors with the
ALCP surveys. Found that the more learner-centered instructors had
students with the highest motivation, attendance, and learning
outcomes.
 Spain – Looked at practices of high school teachers in learnercentered vs. non-learner centered classrooms as assessed by the
ALCP surveys. Found that student s in more learner-centered
classrooms had higher self-regulated learning skills.
What I’ve Learned
 Research-validated principles apply to a
number of cultures and both on-line and offline learning environments
 It is productive to look at what unites versus
separates us as a global culture
 Learner-centered practices enhance a range
of desired student outcomes
 Schools that align themselves with learnercentered principles create new communities
and cultures of learners
What Does this Imply for a
Global Agenda?
 We need to identify those common issues for
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teachers and students that contribute to optimum
levels of learning and engagement
We need to identify areas of collaboration that can
cross-validate common issues and solutions
We need to study how common issues play out
differently in different cultures and groups
We need to understand the role of different values,
purposes of education, and philosophies
We need to identify online and offline learning
designs that prepare students to be innovators
(creative lifelong learners and collaborators)
We need to work on new policy implications that have
global perspectives
Conclusions
 We have many exciting challenges and
opportunities to build research validated
principles into the design of new educational
systems
 We have much to gain by collaboration
 We can set the course for a transformed
global educational system
 We can inspire students at all levels to
become involved