1. 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

2. 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

3. 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

4. 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

5. 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 ing

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

7. 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

8. 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

9. 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

10. 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.

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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.

17. 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

18. 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

19. 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.

20. 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

21. 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

22. 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

23. 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

25. 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

26. 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

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

28. 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

30. 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

31. 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

32. “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

33. 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