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The learner is the center   2014
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The learner is the center 2014


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  • 1. It All Begins With a Song
  • 2. F L O W Mihály Csíkszentmihályi, Flow: The Optimal Experience
  • 3. In the Flow… Drawing Exercise: Draw a time when you were highly engaged as a learner, and still remember to this day. What did it look like? What did it sound like?
  • 4. Learner Centeredness does not just take place in Kindergarten Classes; It is a mindset as to how we approach teaching and learning for ALL LEARNERS
  • 5. A few “personal” caveats about “learner-centeredness”  It is not about lowering expectations for students  It is not about eliminating all learning tasks that students dislike doing (e.g. exams)  It is not about less accountability for students  It is not about being accessible to students 24/7  It is not about avoiding risk/failure while learning …..but it is about being responsive to the learners’ needs, involving them in course/classroom decisions, using research-proven practices to design powerful learning experiences, and making decisions that are made in the bests interests of our students.
  • 6. Symbols, Models and Frameworks of learning and education  Compare and Contrast  Finish the sentence: Colleges/Universities/Schools are like _______________________ because ________________________________________________ Learning is like _______________________because ___________ _______________________________________________________ A symbol of learning/education today is ____________________ because________________________________________________ How would our students complete this exercise?
  • 7. Retrieved from “What did you do in school today?”, Canadian Education Association, 2009 Grade 9 -12 students What happens here? What happens here?
  • 8. Inspiring Education: The Solution
  • 9. History of Canadian Education At what times have we been most “Learner Centered”
  • 10. Me – in grade 2
  • 11. Me – in grade 4
  • 12. Me – in grade 6
  • 13. Our Students Have Changed “’At risk’ students are those who leave school before or after graduation with little possibility of continuing learning” ***Roland Barth
  • 14. TEAMS: Together Everyone Achieves More Success
  • 15. Curriculum in the Language Arts th 20 Mathematics Music Social Studies Art Science Phys-ed and Health The Old Model Century
  • 16. Curriculum in the 21st Century The New Model Collaboration and Leadership Critical Thinking, Proble m Solving and Decision Making Lifelong Learning, Personal Management and Well-Being Creativity and Innovation Digital and Technological Fluency Communication Social, Cultural, G lobal and Environmental Responsibility
  • 17. Project-based Learning Problem-based Learning Self-directed Learning Inquiry Learning Service Learning Differentiated Learning
  • 18. Constructivism requires us to give up control and share it with the students. How do we do this?
  • 19. Tate S I D E S Marzano Bennett Strategic Instructional Design to Engage Students FLOW = Engagement Silver
  • 20. 20 Instructional Strategies To Engage the Learner Graphic Organizers Writing and Reflection Brainstorming Field Trips Debates Visuals Movement Humor and Celebration Music, Rhythm, Rhyme & Rap Cooperative Learning Problem Based Learning Role play/Drama/Charades Summarizing and Note-making Technology Visualization Games Storytelling Manipulatives/Models Mnemonic Devices Drawing and Artwork By Marcia Tate
  • 21. Interview Skills for Education Students 35
  • 22. Turn and Talk for Two  What is role of my students? What is my role as an teacher?  Which instructional strategies will help my students      direct/control their own meanings and their own learning? How will I assess this “constructed learning” (tests, projects, service learning, presentations, final exams) How else can I give control/ownership to students in my courses? How can I empower them? How can I capture their voice? What are the challenges in giving up control? How am I a “Learner-Centered” teacher? How am I NOT a “Learner-Centered” teacher?
  • 23. Are we teachers?  Determining the learning destination  Creating questions that foster inquiry  Designing units, backwards  Determining assessment evidence  Recognizing the benefits of performance criteria or are we designers? Architects of instruction? Facilitators of learning?
  • 24. Which song are you singing? An Old and Familiar Tune Or a A New Song Is it time to change our tune? If so, why? Learner-Centered education is NOT a new concept
  • 25. End of the Line/Buzzin’ By The Young Fellas
  • 26. “True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.” -Nikos Kazantzakis
  • 27. Resources:  21st Century Skills by Bernie Trilling & Charles Fader  Better Learning Through Structured Teaching by Douglas      Fisher & Nancy Frey Beyond Monet by Barrie Bennett & Carol Rolheiser Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock Never Work Harder Than Your Students by Robyn Jackson Sit and Get Won’t Grow Dendrites: Professional Learning Strategies to Engage the Adult Brain by Marcia Tate The Strategic Teacher by Harvey Silver, Richard Strong, & Matthew Perini