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. Overview Brain Research Learner-Centered Instruction Sharing Best Practices
Teaching Philosophy 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 How Do Students Learn? 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 We Facilitate Learning? You now know Definition of learning
Brain research 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. C.O.R.E. Connect
Schema (mental framework) Background, experiences, and culture O R E
Connect Connect Schema (mental framework) Background, experiences, and culture O
R E What do you see in this image? Do you see anything unusual now? What Do You See In This Image?
Message Damour Des Dauphius created by Sandro Del-Prete in 1987 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.
Organize Connect Schema (mental framework) Background, experiences, and culture Organize Hierarchy and sequence
Frames, guides, and patterns R E Visual Organization I was thrilled Filled with adrenaline
And then I Saw the field And there was A cow right Where I was Supposed To land I Panicked
As I got Closer I Could see The cow was smiling I was thrilled, I was filled with adrenaline, and then I saw the field and there was a cow right
where I was supposed to land, I panicked! As I got closer, I could see the cow was smiling. Visual Organization WWI Ally: Italy Germanys Partners: Austria-Hungary,
Turkey, Bulgaria 14 million deaths WWII Germanys Partners: Japan, Italy 55 million deaths World power shifts to USSR and USA Greater impact on
world politics 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.
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
Concept Maps for Reinforcement Reinforcement of Your Learning Generate a list of key words/ideas/concepts from this professional development. Share and modify your lists. Create your own concept map.
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 TeacherCentered Teacher
LearnerCentered Who Learner Transmitted Knowledge
Constructed Summative Assessment Formative and summative Content coverage
Goal Student learning Two Examples Instructional Reflection In the first video:
What seemed to be learner-centered? Why? In the second video: What seemed to be learner-centered? Why? Consider the instructional approach used in one of the videos and how this could be used in your course. 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?
What is one of your best LCI practices? What are other facultys LCI practices? SHARING BEST LCI best PRACTICES
Sharing Best LCI Practices Think Pair Share 336 3 minutes to think 3 partners 6 minutes to share
What? How? When? Why? Teacher/Student Analogy Teacher is to student as ____________________ is to ____________________.
How are these analogies related to a teaching philosophy? 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 ts p
m e o r p writ e h ee t e Us or fr
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?
In The Future For future reading see the Support Documents tab, Faculty Focus Special Report. During your instructional evaluation, this would be a great way to further develop and showcase your professional identity. This will be a component of Quality Teaching Tier II and III.
Implementation Use the Implementation Form to try a new strategy in your own course! Conclusion
1. Teaching philosophy 2. Big ideas 3. My commitment
MORs. email. Web upload. XML file upload. Water System Certification. July 2008. GWR Training. Electronic MORs have been accepted for years. The current system is to email an Excel spreadsheet or .PDF file to us.
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