Amy Drummond Daniel Paniccia Jennifer Smith

 Student in center of learning process.  Role of instructor changes. ◦ From expert to facilitator  Focus is on process of learning rather than on content (Kaminski).

 The goal is to create a classroom in which ◦ Students are involved in learning process ◦ Critical thinking is encouraged ◦ Students analyze the process of learning ◦ Students assimilate and apply previously learned and newly acquired knowledge

 It can be used in any context where information can be learned and applied.  All areas of education: ◦ Math ◦ Science ◦ Language Arts and World Languages ◦ Social Studies Where can it be used?

Students – Know why and how to learn – Have self-awareness of learning capabilities – Are responsible and prepared to become informed citizens – Are capable of retrieving and evaluating information – Can use knowledge to solve problems – Can communicate knowledge in real-world settings (Blumberg) What are the benefits?

Additionally, learner centered instruction  Appeals to a wide variety of learning styles  Encourages intrinsic motivation  Gives students an opportunity to actively contribute to their own learning experiences  Teaches students to set and achieve personal goals  Strengthens 21 st Century Skills Further Benefits

 Challenges students to create an end product that demonstrates true comprehension and application of information  Builds problem solving skills  Encourages creativity  Fosters critical thinking skills  Improves team building skills 21 st Century Skills

 Area of Instruction: Language Arts  Lesson: Writing for specific audiences and using persuasive language Example 1: Advertisement

Objectives: Upon completion of this project, students will be able to Create an advertisement describing a particular product Identify and target a specific audience Apply knowledge of persuasive language and imagery Assess their own creations and express those assessments in written reflections Example 1: Advertisement

Product description: Students will create an advertisement for the product of their choice, and in doing so, will utilize the following language elements: Proper spelling and grammar Development of content for a specific audience Persuasive language Descriptive language/imagery Example 1: Advertisement

Requirements:  A minimum of 1 picture to demonstrate product advertised  A 30 second to 1 minute presentation advertising the product  A written script for the advertisement  A student reflection of work completed Example 1: Advertisement

21 st Century Skills:  Application of previously learned material  Presentation skills  Influential speaking  Imagination/Creativity  Reflective learning Example 1: Advertisement

 Rubric – see handout  Student response Example 1: Advertisement

Example 2: Illustrated Timeline  Area of Instruction: Foreign Languages (Spanish)  Lesson: Past tense usage (preterite tense vs. imperfect tense) and conjugations.

Example 2: Illustrated Timeline  Description ◦ Students will work in groups to  Choose a topic or time period from provided list  Conduct research  Create an illustrated timeline using Web 2.0 tools  Tikitoki  xTimeline  Present their timelines to the class

Example 2: Illustrated Timeline  Web 2.0 tools ◦ Tikitoki (tiki-toki.com)  Image captured from Democracy-in-the-Middle-East/ Democracy-in-the-Middle-East/ ◦ xtimeline (xtimeline.com)  Image captured from Can expand on each event

 21 st century skills ◦ Students are gaining experience:  Applying learned information  Exploring and implementing new technology ◦ Presenting and communicating information to others  Efficiently, clearly and professionally ◦ Working with teammates to achieve a goal

 Additional ideas and benefits of timelines ◦ Students can analyze trends and connections from their timelines ◦ Students can compare timeline events ◦ What would happen if you took an event out? Source: Timelines.html Example 2: Illustrated Timeline

 Area of Instruction: History  Lesson: World War II

 Students will ◦ Analyze real obituaries ◦ Choose a World War II figure ◦ Conduct Research ◦ Draft an obituary and participate in an editing session ◦ Design a final obituary ◦ Present to the class

 21 st Century Skills ◦ Creating a product ◦ Collaborating with others to reach a goal ◦ Researching and sifting through information ◦ Utilizing Technology ◦ Thinking critically to condense information ◦ Communicating  There are key figures in every discipline! Show them examples!

 Additional Information and Benefits (Mastrodomenico): ◦ Obituaries can be a good alternative to expository writing ◦ Obituaries can help personalize historical figures for students Example 3: Obituary Source: intelligence-learning-styles-work-together-in-an-obituary-activity/

 Area of Instruction: Science  Lesson: Weather Report

Objectives:  Identify different weather instruments and their uses  Identify natural disasters that can affect North Carolina  Evaluate how a natural disaster/weather event affects the local economy

Description  In assigned groups, choose a natural disaster/event, such as: earthquake, hurricane, snow storm, tsunami, etc.  You will have 2 class periods to research your topic and write a "Breaking News" report.  You will be given 5 minutes to give your report.

Requirements At a minimum, your report should address the following questions:  What instruments are you using to measure things like wind speed, direction, temperature, pressure, etc.  How did the disaster develop? What caused the disaster?  What are the local/economic effects of the disaster?  What precautions need to be taken by those in the area?  Is there any warning to the disaster? How long?  If applicable, what possible evacuation measures need to be taken?

21 st Century Skills:  Creating a Product  Collaborating with others  Utilizing technology  Using effective communication

 For those of you who are teaching, what examples of learner centered instruction are you using in the classroom?  What challenges and/or rewards do you see when using this type of instruction?  How do the students respond to learner centered instruction?  Have any of you or your children experienced this type of instruction in middle or high school? What were your/your children’s feelings about being the center of the learning process?  If you are not yet teaching, do you anticipate using this learning model in the future?  How will learner centered instruction benefit students beyond secondary school?  Can you think of an example where learner centered instruction encourages learning across multiple curriculums?