Notes to facilitator: Learner-Centered Instruction Tier I - Professional Development Quality...

Learner-Centered Instruction

Tier I - Professional Development

Quality Teaching & Learning

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.

A.I.M.

• Brain Research

• Learner-Centered Instruction

• Sharing Best Practices

• Teaching Philosophy

Overview

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?

Definition of Learning

Definition of LEARNING: Merriam-Webster

1. Knowledge or skill acquired by instruction or study

2. Modification of a behavioral tendency by experience (as exposure to conditioning)

• So how does learning occur?

How the Brain Learns

1. The first trip across the ravine is the hardest. How can you assist your students in their first “trip” coming across new content?

2. The climbers had significant background knowledge, which enabled them to be successful. How can you integrate your students’ background knowledge in the classroom?

3. The climbers often crossed the ravine independently. How can you encourage your students to take many trips independently, i.e. become independent learners?

How Do Students Learn?

How Do We Facilitate Learning?

You now know…– Definition of learning– Brain research

• Strengthening our students’ C.O.R.E.

• C.O.R.E. is acronym for connect, organize, reinforce, and engage.

How Can We Best Facilitate Learning?

Connect– Schema (mental framework)– Background, experiences, and

culture

O

R

E

C.O.R.E.

Connect

Connect– Schema (mental framework)– Background, experiences, and

culture

O

R

E

• 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.

Connect

Connect– Schema (mental framework)– Background, experiences, and

culture

Organize– Hierarchy and sequence– Frames, guides, and patterns

R

E

Organize

Visual Organization

WWIAlly: ItalyGermany’s Partners: Austria-Hungary, Turkey, Bulgaria14 million deathsWWIIGermany’s Partners: Japan, Italy55 million deathsWorld power shifts to USSR and USAGreater impact on world politics

• 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.

Organize

Reinforce

Connect– Schema (mental framework)– Background, experiences, and

culture

Organize– Hierarchy and sequence– Frames, guides, and patterns

Reinforce– Review– Reconnect and reorganize

E

Concept Maps for Reinforcement

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”

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

When We Come Back...

10 minute break

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.”

The TC-LC Continuum

Learner

Constructed

Formative and summative

Student learning

Teacher-Centered

Learner-Centered

Who

Knowledge

Assessment

Goal

Teacher

Transmitted

Summative

Content coverage

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?

SHARING BEST LCI PRACTICES

What is one of your best LCI practices?

What are other faculty’s best LCI practices?

Sharing Best LCI Practices

Think – Pair – Share

• 3 minutes to think• 6 minutes to share

What?

How?

When?

Why?

Teacher/Student Analogy

Teacher is to student as

____________________ is to ____________________.

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

My Teaching Philosophy

Use the prompts

… or free write

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?

Implementation

Use the Implementation Form to try a new strategy in your own course!

1. Teaching philosophy

2. Big ideas

3. My commitment

Conclusion