1. Learner Centered Ideology
Brian Johnson, Andrea Ogle & Maureen Schake

2. FOCUS Vision and Aims Students & Learning Teachers Knowledge/Content
Planning
Context
Assessment and Evaluation
Evaluation

3. Learner Centered Ideology
Vision & Aims

4. Vision & Aims
Learner Centered educators’ vision of their schools it that they are different from the traditional school in “..atmosphere, housing, furniture; different in its basic philosophy and psychology; and in the role that it assigns to pupil and teacher.” (Schiro, p. 92.)
In the learner centered school, the needs and interests of learners, rather than those of teachers, principals, school subjects, parents or politicians, determine the school program. (Schiro, p. 93.)
Based on the belief that the learners should drive the curriculum and be involved with the governance of the classroom.
There is a heavy emphasis on hands-on experience as opposed to just book learning. The philosphy is to have a child say “I have experienced”, as opposed to “I know.” (Schiro p. 94.)
The aim is to stimulate and nurture growth in students, teachers, and others involved in education to help students grow & create meaning for themselves. (Schiro, p116.)

5. Learner Centered Ideology
Students and Learning

6. Students and Learning: Student’s Needs and How They Learn
“Learner Centered educators view children as meaning-making organisms. That is, they see children as organisms who naturally create meaning-and thus knowledge-for themselves as a result of interacting with their environment.”
Learner is Central Focus- “The centre (sic) of all movement in education is the child.”
Most theories assume presence of child during instruction. Learner centered approach requires child to define instruction.
Expressed children’s needs vs. inferred needs of adults.
“children should not be conscious of [or subjected to] adults expectancy. This is a source of self-consciousness and waste in childhood”
“The Learner Centered ideology sees people as naturally good, curious about their world, and desirous of constructively interacting with their world.”
Student’s “needs, interests, and desires” include communicating with each other the desire to understand one’s world and the need to express oneself creatively.
Children vs. potential adults- teaching them as they are in the present moment, so that we do not sacrifice their childhood.
Respect developmental stages - concrete to abstract when child is ready

7. Learner Centered Ideology
Teachers

8. Teachers: Role of the Teacher & Practices
The teacher is a facilitator, assistant, advisor, and consultant during a child’s learning.
Teachers three basic functions:
“Careful observation and diagnosis of students individual needs.”
“setting up the physical, emotional, social and intellectual environment.”
The teacher is the facilitator of student’s growth
Teacher is the provider of learning experiences that learners can draw meaning
Teacher organizes the classroom so that students can locate materials
Teachers help learners verbalize and make meaning of their learning.
Teacher is viewed as a diagnostician
Teachers skillfully make available materials and an environment that will enhance, amplify and enrich students learning experiences by using observation of students interest, questions and concerns.
Teacher are to be knowledgeable about all subjects but practice learning and being open to the interest of the students.

9. Learner Centered Ideology
Knowledge/Content

10. Knowledge/Content: Subject Matter and its organization
Based on students’ interests
“No set body of knowledge which must be transmitted to all.”
“knowledge…is an inevitable by-product of learning, and thus of growth.”
Integrated subjects
Knowledge may be unique to individual, does not fall neatly in separate categories or disciplines.
Activity/experience based-firsthand experience vs. secondhand experience (from text).
Developmental (organic)- curriculum based on natural developmental growth rather than external demands
(Training vs. growing) – Focused on “growing now and not worrying about how to reach some predetermined goal.”
Does not pressure to learn before ready.
Based around the needs and interests of individuals rather than the demands of the school subjects
“Having of wonderful ideas not acquisition of information and skills”
Real social encounters
Activity: physical, social, verbal and emotional (whole child)

11. Learner Centered Ideology
Planning/Context

12. Planning
Learner centered schools assign units of work as opposed to specific subjects, as in a traditional school. Units cover broad subject matter, for example, a title for a unit might be “Batteries and Bulbs”. (Schiro, p. 109.)
Teachers have 3 basic functions: 1) Observation of students to diagnose their individual needs, 2) Teachers set up the physical and social environment conducive to students’ learning, 3) Teachers serve as facilitators to assist students as they learn. (Schiro, p. 109.)
Many different activities take place at the same time. Students are free to spend as little or as much time as they’d like on any particular activity. (Schiro, p. 99.)
Teachers frequently take children outside the classroom to explore nature and the man-made world to provide stimulating learning experience. (Schiro, p. 97.)
Curriculum is designed on the nature of children rather than children as potential adults.
The teacher or curriculum developer plans instruction based on each child’s individual needs.

13. Context Slide 1
Lots of outdoor work and the interior classroom is changeable and not structured rows.
3 examples of such schools (Note: Schiro, pg. 92, gives Montessori & Reggio Emelia as examples of Learner Centered Schools):
Montessori education is an educational approach developed by Italian physician and educator Maria Montessori and characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological, physical, and social development.
Mixed age classrooms, with classrooms for children aged 2½ or 3 to 6 years old by far the most common
Student choice of activity from within a prescribed range of options
Uninterrupted blocks of work time, ideally three hours
A Constructivist or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction
Specialized educational materials developed by Montessori and her collaborators
Freedom of movement within the classroom
A trained Montessori teacher

14. Context Slide 2 Waldorf education
From Wikipedia, the free encyclopedia
Waldorf (Steiner) education is a humanistic approach to pedagogy based on the educational philosophy of the Austrian philosopher Rudolf Steiner, the founder of anthroposophy. The first Waldorf school was founded in 1919 in Stuttgart, Germany. At present there are 1,026 independent Waldorf schools,[1] 2,000 kindergartens[2] and 646 centers for special education,[3] located in 60 countries. There are also Waldorf-based state schools,[4] charter schools and academies, and homeschooling[5] environments.
Waldorf pedagogy distinguishes three broad stages in child development, each lasting approximately seven years. The early years education focuses on providing practical, hands-on activities and environments that encourage creative play. In the elementary school, the emphasis is on developing pupils' artistic expression and social capacities, fostering both creative and analytical modes of understanding. Secondary education focuses on developing critical understanding and fostering idealism. Throughout, the approach stresses the role of the imagination in learning and places a strong value on integrating academic, practical and artistic pursuits.
The schools have a high degree of autonomy to decide how best to construct their curricula and govern themselves.

15. Content Slide 3 Reggio Emilia approach
From Wikipedia, the free encyclopedia
The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was developed by Loris Malaguzzi, who was a teacher himself, and the parents of the villages around Reggio Emilia in Italy after World War II. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. They felt that it is in the early years of development that children form who they are as individuals. This led to creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.

16. Assessment and Evaluation
Learner Centered Ideology
Assessment and Evaluation

17. Assessment and Evaluation
“Authentic assessment provides a more meaningful picture of children’s development”(Schiro,2008)
Assessment is used to primarily facilitate students growth, development and learning.
Learners participate in their own assessment.
Direct interaction with materials
Other students
Adults
Students reflect their work through individual and group conferences.
Teachers assess student’s growth by observing, recording and documenting student’s progress.
Teachers, parents and student
Anecdotal records that includes learning logs and journals are kept to chronicle student’s:
“Relationship with peers, learning styles, thinking styles, interests, physical demeanors, self-concept, and social, emotional, physical and cognitive growth.
Letter and number grading is avoided completely.
Assessments are in the form of long written and descriptive reports highlighting:
Student’s development
Learning
Activities

18. Curriculum Evaluation
Takes on the form of narratives and testimonials.
Measures used to evaluate the curriculum:
The degree of student involvement.
“Learners enthusiasm about the curriculum.”
The extent to which the curriculum is seen to be in the best interest of the learners.
Long term evaluation is to look at how learners do when the move on to college.

19. Sudbury Valley School

20. “Learner Centered educators see the world through the eyes of the learners, who are their central concern” (Schiro,2008)
“Present learning empowering the children to engage in a lifelong love for learning”(Schiro,2008)