THE JOURNEY TO BECOMING AN INVITATION TO BEGIN THE JOURNEY TO BECOMING LEARNER-CENTERED Presented by Barbara L. McCombs, Ph.D Director of Human Motivation, Learning, and Development University of Denver Research Institute

PURPOSE OF WORKSHOP To understand the Learner-Centered Model (LCM) from a research-validated perspective To examine practices and outcomes for students and faculty the LCM produces To understand the Assessment of Learner-Centered Practices (ALCP) survey tools To invite faculty to participate in creating the vision of learner-centered learning communities

THE LEARNER-CENTERED PRINCIPLES AS A FRAMEWORK FOR ENHANCED LEARNING AND MOTIVATION Based on published research Include strategies responsive to and respectful of diverse student needs Include strategies consistent with the research-validated learner-centered psychological principles Include strategies focused on positive relationships, choice and control, and building caring learning communities Represent a paradigm shift that focuses on learning and learners

WHAT ISSUS DOES A LEARNER- CENTERED FRAMEWORK ADDRESS? How to meet the changing needs of learners that relate to improved student motivation, learning outcomes and retention How to enhance student engagement in needed core disciplines How to develop a range of student competencies and attitudes of lifelong learning How to create learner-centered communities of practice

LEARNER-CENTERED PSCYHOLOGICAL PRINCIPLES Define influences of 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 http://www.apa.org/ed/cpse/LCPP.pdf

WHAT DOES THE LEARNER- CENTERED FRAMEWORK ADDRESS? Learning Opportunities Learning Outcomes Learning Context

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

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

Evidence Based Characteristics of Learner-Centered Teachers 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

Evidence Based Characteristics of Learner-Centered Practices Teachers use methods that address the whole learner and view students as partners in learning. Teachers get to know each learner and form a safe, inclusive learning community before academic learning begins. Teachers see selves as learners and facilitators rather than as directors. Success is measured by academic and non academic outcomes.

RESEARCH-VALIDATED DEFINITION OF “LEARNER-CENTERED” Reflection of the Principles Balances concern with learning and concern with needs Is a complex interaction of qualities – as perceived by individual learners Meaningfully predicts learner motivation and levels of learning and achievement

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 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, retention, and engagement High levels of social and emotional skills High levels of lifelong learning skills Low levels of disruptive classroom behaviors

WHAT DOMAINS OF PRACTICE MOST SUPPORT LEARNING AND MOTIVATION AT THE COLLEGE LEVEL? Practices that support positive relationships and climate for learning Practices that adapt to class learning needs Practices that facilitate the learning process and support critical thinking and learning skills Practices that encourage personal challenge and responsibility Practices that provide for individual and social learning needs

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

IMPLICATIONS OF COLLEGE LEVEL VALIDATION RESULTS The more learner-centered instructors are, the evidence suggests that not only do students have higher motivation and learning outcomes, but attendance is higher and retention is increased. College level instructors find their jobs more fulfilling and feel more a part of the larger learning community.

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

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.

INSTRUCTOR SURVEYS - for increasing awareness of impact on students 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 THE ASSESSMENT OF LEARNER-CENTERED PRACTICES (ALCP): Tools for Creating Learner-Centered Classrooms & Departments 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

What Can Be Learned From Learner-Centered Self-Assessment Tools? 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

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

USING THE ALCP COLLEGE LEVEL SURVEYS TO FACILITATE THE JOURNEY OF FACULTY TO LEARNER-CENTERED PRACTICES Confirms that all faculty and teaching styles are needed to reach diverse learners Validates effective teaching practices for different kinds of learning and disciplines Provides ways to surface expertise and create systems for sharing successful strategies

FEEDBACK TO DEVELOP INSTRUCTOR RESPONSIBILITY AND ACCOUNTABILITY Comparisons with the Learner-Centered Rubric Incentive to change Development of personal professional development plan

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

Prepared By: Murguia Learning Institute, San Antonio College, 11/06 Source: Assessment of Learner Centered Practices and SAS EG, Table V_CrsSisDIS For Fall 2005 cohort and Spring 2006 cohort

Prepared By: Murguia Learning Institute, San Antonio College, 11/06 Source: Assessment of Learner Centered Practices and SAS EG, Table V_CrsSisDIS For Fall 2005 cohort and Spring 2006 cohort *Average of Fall 2005 and Spring 2006

“Learner-Centered” is in “the eye of the beholder” 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

An Invitation Becoming learner-centered can make teaching and learning more exciting for students and faculty Forming new learning communities reduces feelings of isolation Learning more about what it means to engage in learner-centered practices is offered in two follow-up workshops