2. Notes to facilitator:

3. Learner-Centered Instruction Tier I - Professional Development Quality Teaching & Learning

4. 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.

5. A.I.M.

6. Brain Research Learner-Centered Instruction Sharing Best Practices Teaching Philosophy Overview

7. 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?

8. 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?

9. How the Brain Learns

10. 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 Students Learn?

11. How Do We Facilitate Learning? You now know… –Definition of learning –Brain research

12. Strengthening our students’ C.O.R.E. C.O.R.E. is acronym for connect, organize, reinforce, and engage. How Can We Best Facilitate Learning?

13. Connect –Schema (mental framework) –Background, experiences, and culture O R E C.O.R.E.

14. Connect –Schema (mental framework) –Background, experiences, and culture O R E

15. 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. Connect

16. –Schema (mental framework) –Background, experiences, and culture Organize –Hierarchy and sequence –Frames, guides, and patterns R E Organize

17. Visual Organization WWI Ally: Italy Germany’s Partners: Austria-Hungary, Turkey, Bulgaria 14 million deaths WWII Germany’s Partners: Japan, Italy 55 million deaths World power shifts to USSR and USA Greater impact on world politics

18. 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. Organize

19. Reinforce Connect –Schema (mental framework) –Background, experiences, and culture Organize –Hierarchy and sequence –Frames, guides, and patterns Reinforce –Review –Reconnect and reorganize E

20. Concept Maps for Reinforcement

21. 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”

22. Engage Your C.O.R.E.

23. When We Come Back... 10 minute break

24. 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.”

25. The TC-LC Continuum Learner Constructed Formative and summative Student learning Teacher-Centered Learner-Centered Who Knowledge Assessment Goal Teacher Transmitted Summative Content coverage

26. 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?

27. SHARING BEST LCI PRACTICES What is one of your best LCI practices? What are other faculty’s best LCI practices?

28. Sharing Best LCI Practices Think – Pair – Share 3 minutes to think 6 minutes to share

29. Teacher/Student Analogy

30. 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

31. My Teaching Philosophy

32. 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?

33. Implementation

34. 1.Teaching philosophy 2.Big ideas 3.My commitment Conclusion

35. References http://www.duq.edu/cte/academic-careers/teaching-philosophy.cfm How We Learn Synapses and Neural Pathways –http://www.youtube.com/watch?v=Rm7Cx9SbHJk Mary Ellen Weimer – Learner-Centered Teaching (2002) Terry Doyle – http://learnercenteredteaching.wordpress.com/ http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/index.html http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/start/index.html http://www.study-skills-for-all-ages.com/graphic-organizers.html http://www.education.com/definition/learnercentered-instruction/ –http://faeriekat.wordpress.com/2008/02/26/message-damour-des-dauphins/