18457891 Learner Centered Instruction

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DEVELOPMENTDEVELOPMENT


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DevelopmentDevelopmentWhat is a learner-centered framework?What is a learner-centered framework?How does constructivist theory lay theHow does constructivist theory lay thefoundation for learner-centered instruction?foundation for learner-centered instruction?How do teacher-centered and learner-centeredHow do teacher-centered and learner-centeredinstruction differ?instruction differ?What is the facilitators role in learner-What is the facilitators role in learner-centered instruction?centered instruction?How do we promote active learning?How do we promote active learning?


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Creating a Framework Creating a Framework INSTRUCTIONAL PROCESS MAPINSTRUCTIONAL PROCESS MAP

MODELING with individual Groups

SCAFFOLDING

Learner-centered

CommunicationsCONSTRUCTINGKNOWLEDGE

GROUPS give each other FeedbackSCAFFOLDING

Learners Self Reflect-Reassess

Communication

*Argue

*Solve

*Accept

*Reject

*Modify

INSTRUCTOR PromptingSCAFFOLDING

Copyright 2007 Monica

Ramirez


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Constructivism andConstructivism andLearner-CenteredLearner-Centered

EnvironmentsEnvironments

IndividualsIndividualsconstruct theirconstruct theirown knowledgeown knowledge

Von Glasersfeld isVon Glasersfeld isone of todaysone of todaysforemost scholars.foremost scholars.CONSTRUCTIVISM:CONSTRUCTIVISM: Each learner mustEach learner mustconstruct meaningconstruct meaningfor him/herself. Thefor him/herself. Theonly learning that isonly learning that istaking place is thetaking place is thelearning that islearning that isconnected to onesconnected to onesown pre-knowledgeown pre-knowledgeof the subject.of the subject.


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Social ConstructivismSocial ConstructivismVygotskyVygotsky (1896-1934) believes that(1896-1934) believes thatlearning dependslearning depends on social andon social andcultural factorscultural factors Learning is social, collaborative, relies onLearning is social, collaborative, relies ongroup input, is learner-centered.group input, is learner-centered.Zone of Proximal Development (ZPD)Zone of Proximal Development (ZPD) is the region of activity that learnersis the region of activity that learnerscan navigate with aid from acan navigate with aid from a

supporting context.supporting context.Additional prescriptive theorists: Bandura, Derry, Dewey,Additional prescriptive theorists: Bandura, Derry, Dewey,Fetsco, McClure, Merrill, Gagne, Good, Brophy, Mergel, Miller,Fetsco, McClure, Merrill, Gagne, Good, Brophy, Mergel, Miller,Smith, Ragan, Vanderstraeten, Biesta.Smith, Ragan, Vanderstraeten, Biesta.


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Comparison of InstructionalComparison of InstructionalModelsModels

Teacher-CenteredTeacher-CenteredModelModelElicit a minimalElicit a minimalnumber of mistakesnumber of mistakesPractice of correctPractice of correctresponsesresponsesImmediate feedback Immediate feedback Teaching facts, rulesTeaching facts, rulesand actionsand actions

Learner-Centered ModelLearner-Centered ModelResponses involveResponses involvereflection, problem-solving,reflection, problem-solving,analysis, inquiryanalysis, inquiry

Expose misconceptions toExpose misconceptions toacquire new perceptionsacquire new perceptionsthrough own reasoningthrough own reasoningTeaching concepts andTeaching concepts andpatternspatterns


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Facilitator RoleFacilitator RoleThe faculty acts as aThe faculty acts as afacilitator and leadsfacilitator and leadsthe learners throughthe learners through exploratory activitiesexploratory activities that enables them tothat enables them to investigateinvestigate on theiron theirown and come to theirown and come to theirown conclusionsown conclusions learning is an ACTIVElearning is an ACTIVEprocess that is learner-process that is learner-

centered.centered.

OftenOftenDISCREPANTDISCREPANTeventsevents which arewhich are

unusualunusualhappenings,happenings,allow theallow thelearners tolearners tochallenge theirchallenge theirprior beliefs.prior beliefs.


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Active LearningActive LearningQuestions:Questions:

RefocusRefocusGuide the discoveryGuide the discoveryprocessprocess

PresentPresentcontradictionscontradictionsProbe for deeperProbe for deeperunderstandingunderstandingPass responsibilityPass responsibilityon to learneron to learner

Group Discussion:Group Discussion:Involves studentInvolves studentexchangesexchangesExamine alternativesExamine alternatives

Judge solutions Judge solutionsMake predictionsMake predictionsDiscover generalizationsDiscover generalizations


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IMPLEMENTATIOIMPLEMENTATIONN


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Learner-Centered ModelLearner-Centered ModelPurposePurpose

Learner ExperiencesLearner Exp eriences ::Refer to learners own experiencesRefer to learners own experiencesProvide more accurate information that mayProvide more accurate information that maybe needed for the learner to make decisionsbe needed for the learner to make decisions

Draw parallels and associationsDraw parallels and associationslearner-centered may include unguidedlearner-centered may include unguideddiscovery learning (independentlydiscovery learning (independentlyconducted experiments, art projects,conducted experiments, art projects,literary magazines etc.)literary magazines etc.)

Instructor is the facilitatorInstructor is the facilitatorStudent Self-EvaluationStudent Self-Evaluation ::

Provide cues and questions that callProvide cues and questions that callattention to inappropriate responsesattention to inappropriate responses


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Learner-Centered SyllabusLearner-Centered SyllabusFramework Framework

COMMUNITYLEARNERS

Learners prior knowledge regardingconceptual understanding of topic

Flexibility,collaborative

groups,peer interaction

Building a community of autonomous decision makers

Faculty acts as afacilitator

Copyright 2004, MonicaRamirez


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Community of Learners

Implementation of Learner-Learner-Centered Syllabus Framework Centered Syllabus Framework byby

(Professor Dr. Mitzi Fulwood-MAT 0012 Pre-Algebra)(Professor Dr. Mitzi Fulwood-MAT 0012 Pre-Algebra)

Problem Solving through Real WorldApplications

using technology as a tool ASSESSMENT. Clickertechnology will measurewhole class andindividual understanding

of math objectives.ALEKS program providesdata, and a self-assessment of objectives.Students will present(authentic assessment)how scientific notationand technology is usedfor problem solving.

Decision Makinginside theClassroom using

ClickerTechnology

Self-Assessmentoutside theClassroom usingALEKS IndividualizedPro ram


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The Learner-Centered SyllabusThe Learner-Centered SyllabusRationale:Rationale: Requires reflection and analysisRequires reflection and analysisbefore instruction beginsbefore instruction beginsPurposePurp ose :: Provides a plan that conveys the logicProvides a plan that conveys the logicand organization of the courseand organization of the courseCourse GoalCourse Goal ::

Defines course expectations and student outcomesDefines course expectations and student outcomesDefines equipment and materials needed to achieveDefines equipment and materials needed to achievecourse expectationscourse expectations

Student Learning Outcomes:Student Learning Outcomes:Specific course objectivesSpecific course objectivesInstructional strategies (how to accomplish yourInstructional strategies (how to accomplish yourobjectives in measurable terms)objectives in measurable terms)AssessmentAssessment (traditional or authentic using guided(traditional or authentic using guidedinquiry)inquiry)


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ASSESSMENTASSESSMENT


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AssessmentAssessmentThere are 3 parts to the educationThere are 3 p arts to the education

triangletriang leWHAT to teach (curriculum) WHAT to teach (curriculum)

HOW to teach (methodology) HOW to teach (methodology) HOW to MEASUREHOW to MEASUREAchieving outcomes-based results usingAchieving outcomes-based results usingauthenticauthentic assessments.assessments.


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What is AuthenticWhat is AuthenticAssessment?Assessment?

Assessing whatAssessing whatlearners reallylearners reallyknow about theknow about the

specificspecificcurriculum that iscurriculum that isbeing taught isbeing taught iscalledcalled

AUTHENTICAUTHENTICASSESSMENTASSESSMENT

2008-1 st place Wildflower Contest Award WinnerPhotograph by Joseph Baum

Example of authentic assessment


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Authentic AssessmentAuthentic AssessmentExamplesExamples

Process Skill IndicatorsProcess Skill Indicators (( journal, field book journal, field book learning log, oral presentations)learning log, oral presentations)Open-ended Structured InterviewingOpen-ended Structured Interviewing

Product (essay, report, project, portfolio)Product (essay, report, project, portfolio)Constructing and Evaluating ModelsConstructing and Evaluating ModelsPerformance (music, dance, role play,Performance (music, dance, role play,science experiment, debate, field trip, etc.)science experiment, debate, field trip, etc.)

Sample Learner Centered SyllabusSamp

le Learner Centered Syllabus


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Sample Learner-Centered SyllabusSamp le Learner-Centered SyllabusCourse Objectives and Measurable Learning OutcomesCourse Obj ectives and Measurable Learning Outcomes

Goal 1: Students will plan, administer, tabulate, and interpret aGoal 1: Students will plan, administer, tabulate, and interpret amarketing research project consistent with mid-management levelmarketing research project consistent with mid-management levelcompetencies.competencies.

Measurable Unit Objective 1Measurable Unit Obj ective 1 :: The student will define the basicThe student will define the basicelements of a marketing research project by teacher-centeredelements of a marketing research project by teacher-centeredlectures, guided student practices (declarative/procedurallectures, guided student practices (declarative/proceduralquestioning of prior knowledge and discussions), checks forquestioning of prior knowledge and discussions), checks forunderstanding (team activities exploring various researchunderstanding (team activities exploring various researchmethods and learner-centered assessments [case scenario-methods and learner-centered assessments [case scenario-based learning]).based learning]).

Assessment 1Assessment 1 :: The success of this objective will be measured byThe success of this objective will be measured bycreation of a successful group research project using technologycreation of a successful group research project using technologythat will include purpose of project, research methods design,that will include purpose of project, research methods design,development of the survey instrument, collection of data anddevelopment of the survey instrument, collection of data andcomputer data entry process, analysis and interpretation of computer data entry process, analysis and interpretation of data development of findings, report and presentation of data development of findings, report and presentation of results. The presentation will be authentically assessed throughresults. The presentation will be authentically assessed througha quality rubric; the traditional assessment is the unit exam.a quality rubric; the traditional assessment is the unit exam.


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Implementation of Learner-Learner-Centered Syllabus Framework Centered Syllabus Framework

Course Objectives and Measurable Learning OutcomesCourse Obj ectives and Measurable Learning OutcomesProject TitleProj ect Title :: Group Learning through CollaborationGroup Learning through CollaborationGoal:Goal: Incorporate Collaborative Learning to increase theIncorporate Collaborative Learning to increase theunderstanding and knowledge of management concepts in aunderstanding and knowledge of management concepts in adynamic, real-world settingdynamic, real-world setting

ObjectiveObj ective :: SS tudents will synthesize assignments (jig-saw)tudents will synthesize assignments (jig-saw)to foster team building while analyzing critical issues in theto foster team building while analyzing critical issues in themanagement field.management field.Target Outcome :Targ et Outcome : Students will apply course skills to real-Students will apply course skills to real-world management scenarios (conflict resolution, peerworld management scenarios (conflict resolution, peermodeling, group decision-making).modeling, group decision-making).Assessment :Assessment : Students will construct a volume (portfolio) of Students will construct a volume (portfolio) of

original work through (a) authentic assessments: visualoriginal work through (a) authentic assessments: visualformat, panel discussion and peer evaluations as well as (b)format, panel discussion and peer evaluations as well as (b)traditional quizzes.traditional quizzes.


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Using TaskStreamManagement System

Learning Outcomes areintegrated into a college widemanagement system calledTaskStreamhttp://www.taskstream.com/Main/h
http://www.taskstream.com/Main/homeCIP/default.asphttp://www.taskstream.com/Main/homeCIP/default.asp


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DISSEMINATIONDISSEMINATION


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DisseminationDisseminationSponsorship of professional development daySponsorship of professional development dayworkshopsworkshopsSeries of Learner-Centered WorkshopsSeries of Learner-Centered WorkshopsBest Practices Volume I of Faculty Work Best Practices Volume I of Faculty Work

National and International ConferencesNational and International Conferences


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REFERENCESREFERENCES

References


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ReferencesAllyn and Bacon Publishers (1984). Benjamin S. Bloom taxonomy of educationalobjectives by Pearson Education. Retrieved, November 19, 2006, fromhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlAry, D., Jacobs, L., & Razavieh, A. (2002). Introduction to research ineducation(6th ed.). California: Wadsworth Publishing.Bandura, A., & Walter, R.H. (1970). Social learning and personality development . NY:Holt, Rinehart and Winston

Beaudrie, B.P. (2000). Analysis of group-solving tasks in a geometry coursefor teachersusing computer-mediated conferencing . Unpublished doctoral dissertation,Montana State University, BozemanBellefeuille, G. (2006). Rethinking reflective practice education in social workeducation:

A blended constructivist and objectivist instructional design strategy for aWeb-based child welfare practice course. Journal of Social Work Education, 42(1), 85-103.Bloom, B.S., Englehart, M.D., Furst, E, E.J., Hill, W.H., Krathwohl, D.R. (1956).Taxonomy of educational objectives: Handbook I, cognitive domain . New

York: McKay Publishing.

Borich, G. (2007). Effective teaching methods (6th ed.). NJ: Pearson.Bower, G.F., & Hilgard, E. (1981). Theories of learning. Englewood Cliffs, NJ:

Chen C & Ge X (2006) The design of a Web based cognitive modeling
http://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.html


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Chen, C., & Ge, X. (2006). The design of a Web-based cognitive modelingsystem tosupport ill structured problem solving. British Journal of EducationalTechnology, 37(2), 299-302.Choj K., & Jonassen, D. (2002). The effects of argumentation scaffolds on

argumentationand problem solving. Educational Technology: Research and Development ,50(3), 5-22.Fetsco, T., & McClure, J. (2005). Educational psychology: An integrated approach toclassroom decisions. Boston, MA: Pearson.

Gagne, R. (1974). The conditions of learning (2nd ed.). NY: Holt, Rinehart &Winston.Gagne, R. (1985). The conditions of learning (4th ed. ). NY: Holt, Rinehart &Winston.Good, T.L., & Brophy, J.E. (1990). Educational psychology: A realisticapproach . (4th

ed.). White Plains, NY: Longman.Gunawardena, C.N., Lowe, C.A., & Anderson, T. (1997). Analysis of globalonlinedebate and the development on an interaction analysis model for examiningsocialconstruction of knowledge in computer conferencing. Journal of EducationalComputing Research , 17(4), 393-431.onassen D. 1997 . Instructional desi n models for well-structured and ill

Mergel B (1998) Instructional design and learning theory Retrieved April 6


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Mergel, B. (1998). Instructional design and learning theory. Retrieved April 6,2006,from University of Saskatchewan, Canadas Web site:http://www.usask.ca/education/coursework/802papers/mergel/brenda.htmMiller, N & Dollard, J. (1941 ). Social learning and imitation . New Haven, NJ:

YaleUniversity Press.Molenda. M. (2003). A new framework for teaching in the cognitive domain.ERICDigest. Retrieved May 12, 2006, fromhttp://www.ericdigests.org/2003-4/cognitive-domain.html

Olgren, C. H. (1998). Improving learning outcomes: The effects of learningstrategies and motivation. In C. Gibson (Ed.) Distance learners in highereducation: Institutional responses for quality outcomes (pp. 77-95). Madison,WI: Atwood.Presseley, M., Hogan, K., Wharton-McDonald, R., & Mistretta, J. (1996). Thechallenges

of instructional scaffolding : The challenges of instruction that supportsstudentthinking. Learning Disabilities Research and Practice , 11(3), 138-146.Reigeluth, C. (Ed.), (1999). Instructional design theories and models : Vol 2( 2nd ed. ). Mahwah, NJ: Erlbaum.Reigeluth, C. (1999). What is instructional design theory and how is itchan in ? In

h k ( ) i h i A d i l i ( h d )
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Schunk, D.H.(2004). Learning theories: An educational perspective (4th ed.).UpperSaddle River, New Jersey: Pearson Education Inc.Smith, P. & Ragan, T.(1999). Instructional design (2nd ed., 18-25). NY: JohnWiley and Sons, Inc.

Von Glasersfeld, E. (1995). A constructivist approach to teaching . In L.P.Steffe & J.Gale (Eds.), Constructivism in education (pp.3-15). Hilsdale, NJ:LawrenceErlbaum Associates. Von Glasersfeld, E. (2003). Einfuehrung in den Konstruktivismus [Introductiontoconstructivism].Munich, Germany: Piper Verlag.Vygotsky, L. (1978). Mind in society . Cambridge, MA: Harvard Press.Wikipedia. (n.d.) Retrieved September 28, 2006, fromhttp://en.wikipedia.org/wiki/Discussion_forumWittrock, M.C. (1974). Learning as a generative process. EducationalPsychologist , 11,87-95.
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18457891 Learner Centered Instruction