IMPROVING MOTIVATION AND ACHIEVEMENT: What works . . . and how it works Barbara L. McCombs, Ph.D. Director of Human Motivation, Learning, and Development Center University of Denver Research Institute

PURPOSE OF PRESENTATION To provide background on the APA learner-centered principles, how they were developed, and what they mean for understanding learners and learning To define the Learner-Centered Model (LCM) and what is meant by “learner-centered” from a research-validated perspective To introduce how the LCM is part of a larger living systems perspective of educational systems To describe the kinds of practices and outcomes for students and teachers the LCM produces To describe Assessment of Learner-Centered Practices (ALCP) survey tools and what can be learned from these self-assessment tools To invite creating the vision of learner-centered learning communities where students and teachers are partners in co-creating positive climates and cultures of learning

Why is Becoming Learner-Centered a Journey? It involves lifelong learning and change of individuals and educational systems It involves understanding what it means to be “learner-centered” It involves exploring how values connect to “walking the talk” with both teachers and students

Teacher Pressures & Challenges Accountability Violence in Schools Professional Isolation Expanded Roles & Responsibilities Public Perceptions of Profession and Realities of Classrooms

Youth Pressures & Challenges Peer Pressure Culture of Mediocrity Violence in Schools Few Meaningful Responsibilities Between Schools & Students’ Needs Mismatch

WHAT STRATEGIES ARE MOST LIKELY TO ADDRESS YOUTH ISSUES? Talking with and listening to kids Showing respect for youth perspectives Including the voices of all students Co-creating discipline solutions Being a co-learner with students Modeling social responsibility skills Teaching social problem-solving strategies Building ownership through choice Establishing meaningful mentoring relationships

Defining “Learning” A whole person phenomenon A process involving intellect and emotion Has elements that are relational and social (i.e., based on relationships) A natural process inherent to living organisms Playful, recursive, non-linear, engaging, self-directed, and meaningful in real life learning

WHAT DO LEARNERS WANT (AND WHAT REALLY MOTIVATES THEM) WHAT DO LEARNERS WANT (AND WHAT REALLY MOTIVATES THEM)? From Strong, Silver, & Robinson (1995). Educational Leadership, 53, 8-12. SUCCESS (the need for mastery) CURIOSITY (the need for understanding) ORIGINALITY (the need for creativity) RELATIONSHIPS (the need for positive connections with others)

THE LEARNER-CENTERED PRINCIPLES AS A FRAMEWORK FOR ENHANCED LEARNING AND MOTIVATION Based on published research on learning and individual 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 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.

WHAT IS A “LIVING SYSTEM?” Term used by Margaret Wheatley (1999) to describe those systems that support basic human functions (e.g., education as supporting teaching and learning). Defined by interdependences and interrelationships among basic human needs, principles, and processes.

Conceptual Framework: Domains of Living Systems TECHNICAL ORGANIZATIONAL PERSONAL

EDUCATION AS A LIVING SYSTEM Conforms to principles of human functioning, uncertainty, and complexity Supports human needs for relationships, connections, networks, and communities of learners Deals directly with personal and interpersonal needs that best support continuous learning, change, and improvement. Involves people in the co-creation of new systems and solutions through ongoing and inclusive dialogue

WHAT NEW DESIGNS RESULT WHEN THE PERSONAL DOMAIN IS ADDRESSED? Transformation in: ways of creating meaning and connecting people to changes in thinking and learning ways of connecting people at all levels of the system to each other structures, relationships, learning opportunities, and learning experiences alignment of technical and organizational practices and policies

DYNAMIC LEARNING CULTURES Understand the relational nature of teaching and learning Know that basic principles of human functioning must be at the foundation of system design and functioning Provide flexibility for new structures and processes to emerge as needed for ongoing learning, change, and development

WHAT KNOWLEDGE BASE IS NEEDED? One that addresses the changing needs of learners and issues of youth as leaders for transforming society One that defines quality learning that engages students in co-creating caring and challenging learning communities One that attends to cognitive, motivational, social, and emotional dimensions of learning One based on research-validated principles

LEARNER-CENTERED PSCYHOLOGICAL PRINCIPLES Define influences of cognitive/metacognitive, motivational/affective, social/developmental, and other 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 education@apa.org

BACKGROUND ON DEVELOPMENT OF LEARNER-CENTERED PRINCIPLES (LCPs) Original document was developed in 1992 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.

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 higher-order 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

Learner-Centered Model: A Holistic Perspective Integration of Factors Learning Knowledge Learner Learning Integration of Factors Impacting Learners and Learning Learning Cognitive and Metacognitive Motivational and Affective Developmental and Social Individual Differences

WHAT DOES THE LEARNER-CENTERED 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

WHY IS THIS FOUNDATION IMPORTANT? A compelling rationale is needed to balance a focus on learners and learning. There is an increased 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.

DEFINING “LEARNER-CENTERED” (McCombs & Whisler, 1997) The perspective that couples a focus on individual learners (their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs) with a focus on learning (the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners).

ACHIEVING A BALANCED FOCUS ON LEARNING AND LEARNERS Broadening our views of student abilities, knowledge students need, and what constitutes achievement Focusing on student interest and potential in diverse academic areas Involving students as partners and co-creators of positive learning experiences and environments Building caring learning communities focused on learning and continuous improvement

WHAT ARE THE IMPLICATIONS FOR INSTRUCTIONAL 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 level 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.

CHARACTERISTICS OF EFFECTIVE 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

WHAT DEFINES LEARNER-CENTERED CLASSROOMS? Won’t look the same from day to day, class to class, department to department “Learner-Centered” is in “the eye of the beholder” Depends on needs of individual learners, the culture of the department and university, and characteristics of the community

RESEARCH-VALIDATED DEFINITION OF “LEARNER-CENTERED” Reflection of the Principles in the programs, technologies, practices, policies, and people that support learning for all learners in the system Balances the concern with learning and achievement and the concern with diverse learner needs Is a complex interaction of qualities of the technology in combination with characteristics of instructional practices – as perceived by individual learners Meaningfully predicts learner motivation and levels of learning and achievement

WHAT ARE THE IMPLICATIONS FOR INSTRUCTIONAL 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 level 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.

IMPORTANCE OF SHARING POWER AND CONTROL WITH LEARNERS We own what we create Responsibility is based on having some choice and control Learning, change, and achievement can’t be mandated Without a sense of ownership there is no responsibility – there is blaming and compliance

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 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 LIKELY 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

LEARNER-CENTERED CONCEPTS CHOICE RESPONSIBILITY RELEVANCE CHALLENGE CONTROL CONNECTION COMPETENCE RESPECT COOPERATION RELATIONSHIPS

LEARNER-CENTERED PRACTICES See learners as actively engaged in creating their own knowledge and understanding. Attend to and respect learner’s individual frames of reference – histories, interests, goals, need, etc. Adapt to and accommodate learner’s individual differences in areas such as learning rates and styles. Focus on teaching the learner and facilitating learning – not on teaching content and controlling learning.

PUTTING LEARNER-CENTERED PRINCIPLES INTO PRACTICE What Defines “Learner-Centeredness”? Examples of Learner-Centered Practices in Your Educational Settings Ways to Know Learners and Build Quality Relationships

WHAT DOMAINS OF PRACTICE MOST SUPPORT LEARNING AND MOTIVATION AT UPPER ELEMENTARY AND SECONDARY SCHOOL LEVELS? Practices that support positive relationships and climate for learning Practices that honor student voice and provide individual challenge Practices that support higher order thinking and learning skills Practices that adapt to a range of individual differences

DOMAINS OF LEARNER-CENTERED CLASSROOM PRACTICES: Grades 9-12     DOMAINS OF LEARNER-CENTERED CLASSROOM PRACTICES: Grades 9-12 Adapts to Individuals Encourages Higher-Order Thinking Honors Student Voice Creates Positive Relationships

EXAMPLE PRACTICES FROM “CREATING POSITIVE RELATIONSHIPS AND CLASSROOM CLIMATE” Demonstrates to students that they care about them Helps students feel good about their abilities Teaches students how to work out disagreements with each other

EXAMPLE PRACTICES FROM “CREATING POSITIVE RELATIONSHIPS AND CLASSROOM CLIMATE” Demonstrates valuing students for who they are and not just how well they do Focuses on student strengths and their needs as learners Helps students feel like they belong in the class

EXAMPLE PRACTICES FROM “HONORING STUDENT VOICE” Allows students to express their own unique thoughts and beliefs Helps students understand different points of view Encourages students to think for themselves while learning

EXAMPLE PRACTICES FROM “ENCOURAGING HIGHER ORDER THINKING AND LEARNING SKILLS” Helps students link prior knowledge and new information in ways that are meaningful to them Helps students clarify their own interests and goals Teaches students a variety of strategies for organizing content

EXAMPLE PRACTICES FROM “ADAPTING TO INDIVIDUAL DEVELOPMENTAL DIFFERENCES” Gets to know each student and their unique personal and academic backgrounds Encourages students to work with other students when they have trouble with an assignment Encourages students to express their preferences for different ways of learning

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 Learner-Centered 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 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 Learner-Centered 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 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

THE LEARNER-CENTERED RUBRIC AND WHAT IT MEANS Teachers who are able to meet student needs in a variety of school contexts Teachers whose students have the highest motivation and achievement in these diverse schools A balance of providing control and structure while also supportive student choice and autonomy

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

BUILDING LEARNER-CENTERED PRACTICES AND COMMUNITIES Attending to knowledge base on learners, learning, and personal change Understanding how personal change translates into system change Being willing to address personal and interpersonal issues

WHAT RESEARCH TELLS US ABOUT BUILDING LEARNING COMMUNITIES Support the natural personal processes of learning and motivation Respect and value diversity of individual interests, abilities, and talents Provide context and conditions for the development of willingness, commitment, and leadership

ROLE OF DIALOGUE AND COLLABORTION Dialogue as the tool of respectful and inclusive change Collaboration as a way to reduce isolation and build community Divergent views as impetus for learning, growth, and development

WHAT ARE THE STAGES OF CHANGE? Stage 1: Developing Awareness, Will to Change and Ownership of Need to Change – Showing change is possible, inspiring hope Stage 2: Observing Models and Building Understanding of Personal Domain Practices – Seeing different models, discussing “what and how” Stage 3: Adapting Strategies, Building Skills, and Developing Personal Responsibility for Continuous Learning and Change – Tailoring strategies, coaching, trying out, revising Stage 4: Adopting and Sustaining Attitudes and Practices that Contribute to Continuous Learning and Staff Development – On-going self-assessment, networking, support

SUSTAINABLE CHANGE: A Paradigm Shift Helping teachers see themselves as learners and partners with students in co-creating positive climates and cultures of learning Helping teachers and students build caring, learner-centered learning communities that engender hope, respect, and trust

WHAT DEFINES LEARNER-CENTERED PROFESSIONAL DEVELOPMENT MODELS? Teacher mentoring and peer assistance Collaboration and peer review Voice and responsibility in their own learning and accountability processes Professional learning communities Real-world, inquiry-based training and induction contexts

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

SUGGESTING CHANGES IN PRACTICE Teachers asked to focus on students and domains of practice most in need of change Teachers asked to focus on students who say these practices are often done for them versus students who say almost never are they done for them Teachers generate changes or are guided to look at effective practices of most learner-centered teachers in that domain

FEEDBACK TO DEVELOP TEACHER RESPONSIBILITY AND ACCOUNTABILITY Allows teachers to compare their own results with the Learner-Centered Rubric from validation samples Provides incentive to change by showing discrepancies between their own and their students’ perceptions of classroom practices Facilitates development of personal professional development plan for change in line with professional standards

SUPPORTING PERSONAL CHANGES Establishing building-level support groups for sharing successes and expertise Changing time structures to allow for interdisciplinary or cross-grade meetings to share strategies and learner information Implementing coaching and mentoring strategies for pairing teachers Rewarding those who get advanced degrees, training, and/or assume leadership roles

PROCESS FOR SHARING GROUP FEEDBACK Determine breakdowns (e.g., by department) that will protect individual faculty identities Schedule group meeting of all participants and department chairs (as appropriate) to present results and how to interpret Facilitate small group breakouts (e.g., by department) to plan how to (a) share the results more broadly and (b) identify changes toward more learner-centered practice

SUPPORTING DISTRICT AND SCHOOL CHANGES Providing intensive training in learner-centered theory and practices in leadership groups Empowering schools to access resources in district, community, and universities Providing opportunities for cross-school support groups for sharing successful change strategies and information about learners Providing for field trips and dialogues with model schools and districts

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

AN INVITATION: Creating a Learner-Centered System Helping other teachers engage in their own self-assessment process Encouraging all teachers to reflect and think critically about their beliefs and practices in grade level teams Allowing all teachers to examine educational theories and practices in their own learning communities

CONCLUSIONS Acknowledge teacher needs as learners, particularly for empowerment, ownership, and responsibility Create teacher networks and expanded relationships as support systems Help teachers develop their “inner edge” by knowing themselves more deeply, connecting more deeply with their purpose for living and teaching, and relating differently with each other Encourage teachers to maintain hope and commitment to future positive possibilities