1. Week 2 Assignment: Learner-Centered Staff Development
Directions
Refresh your knowledge of learner-centered principles by reviewing Lecture 1; the Week
1 reading, “Applying Learner-Centered Principles in Teacher Education”; and the
resource documents “Learner-Centered Psychological Principles” and “Helpful Web
sites.”
Create a preliminary agenda for a learner-centered staff development session for
colleagues at your school. The agenda is preliminary because you will make additions
and revisions to it in Weeks 3 and 4.
The staff development presenter must:
• demonstrate an understanding of learner-centered principles and the TEA learning
system.
• create a positive environment (seating arrangement, snacks, etc.) for participants.
• focus on the objective selected in the Analysis Assignment.
• lead activities that require active participation from all involved.
• facilitate consensus-building on the best approach for teaching the objective.
• conform to a time limit of 30 - 45 minutes.
• conduct an evaluation of the session.
• have the principal approve the agenda. Arrange a time with a principal for
presentation of the session. You are not required to present the staff development
during the course.

2. Staff Development Agenda
Use the following table as a planning tool to complete the preliminary organization of the
learner-centered staff development session. Refer to the Resource documents “Learner-
Centered Principles” and “Learner-Centered Practices” to help you generate ideas for
activities.
Session Purpose: Designing an Engaging Lesson
CIP Goal
1) Learning Experiences at Fairmeadows will be customized to cultivate profound
learning through the investment of time and effort in order to ensure minimal academic
gaps among students resulting in a 90% or above passing rate in reading, math, and
writing. CIP, (2010, p. 1)
8 teachers 0 -5 years experience
Hispanic teachers 31.3%
Hispanic students 78.4 %
Economically disadvantaged 85.9%
Limited English Proficient 36.3%
At-risk 73.3% AEIS, (2010)
These students have limited experiences. The teachers do not always come from the same cultural or economic
background as the students. Relevancy is often an issue when teaching these students.
Reading percentages are at 98% and 96%. Math percentages are 94% and 96%. Writing
percentages are at 99%. AEIS, (2010)
Learning Objective to Be Addressed: Identifying your audience; Creating Relevancy for diverse
audiences (What is their interests and their needs)
CIP objectives
1) We will provide all students with engaging learning experiences that will extend
their knowledge of subject matter taught in their classrooms through the use of
multiple sources of media and material. CIP, (2010, p. 1)
2) The design coaches will provide all faculty and staff with training on designing
engaging lessons on hard to teach/ hard to learn concepts. CIP, (2010, p.5)
Approving Principal: Teresa Villarreal Presentation Date: February 16, 2011
Grade Level: Facilitator: Location: Start Time: End-Time:
PK – 4th Design Coaches Fairmeadows 4:00 PM 4:45 PM
(Barron & Elementary
Roberts) School Library

3. Learner-
Centered Purpose Description Steps Estimated Time
Activity
Introduction Identify a hard to The team will The faculty will 5-10 Minutes
teach/ hard to focus on a sit in small
learn TEK that is lesson that they groups divided
to be taught have already into grade-level
within the next 2 developed, and teams. The team
weeks and will be presented will focus on a
address ways to within a two lesson that they
teach this week window. have already
lesson. This will They will form a developed, and
show how they consensus in will be presented
plan before the choosing the within a two
staff training. lesson that will week window.
They have had be the most They will form a
training on difficult for them consensus in
identifying their to teach, and the choosing the
audience in the students to learn. lesson that will
past, but need a They will be the most
refresher on document this on difficult for them
keeping the chart paper for to teach, and the
material relevant comparison at students to learn.
to the audience, the end of the They will
not just to the training. document this on
teachers. chart paper for
comparison at
the end of the
training. They
will list the TEK
at the top of the
T-chart. On the
left, they will
identify the
lessons and
activities they
are using to
teach this
objective.
Using Find an unusual, Creating a A table will be 15 Minutes
Recyclables to low cost way to teaching tool out set up on the
Create a teach the above of “trash” is a side of the library
Teaching Tool TEK. This will fun, energetic that will contain a
help teachers to way to keep large number of
think outside the participants items that could
box when engaged, and be considered to
considering new show that there be trash or
ways to teach are many ways recyclables. All
this lesson. to teach a lesson of these items

4. that do not will be free or
depend on low cost items
straight lecture. that are being
The idea is to recycled or
show different repurposed.
ways that we Each team will
think. Each take their choice
group will show of these items
something and create a
unique, but teaching tool to
effective. Since help teach their
each team is hard to teach
different, their lesson. They will
needs will be need to be able
different, as well to explain how it
as the way they works, and why it
think. This is relevant to the
activity is to lesson.
show them the
wide variety of
ideas that are
possible when
addressing
student needs.
Name Those Each teacher This is a The teachers are 10 Minutes
Activities has previously cooperative way going to go
made an in- for the whole through the
depth list of their group to help activities that
students’ build a list of their students
characteristics innovative enjoy, participate
and which activities. This in, and find
design qualities list will be relevant. They
match up to combined into a are going to list
those cheat sheet for these under all
characteristics. teachers to use the appropriate
The grade level when planning design qualities.
teams will list their lessons. It For example, A
different will be used in child who has
activities that the concluding ADHD may need
their students activity to show the design
enjoy and are how useful it can quality identified
effective be. Then the list as novelty and
approaches for will be compiled variety. An
their learning into a document activity for this
under each for each teacher could be to
design quality. to use for ideas create a podcast.
These activities in future They will have
will be the basis planning. ten minutes to
to building a write down as

5. better lesson in many as they
the concluding can think of.
exercise. Each team will
post their list on
the wall for
everyone to use
on the next
activity.
Conclusion After seeing how The team will After using the 5 – 10 Minutes
relevancy and complete the T- recycle activity to
interest affect chart from the change the way
how they learn, introductory the teachers
the faculty will activity. This will think about the
refer back to the show how the lesson, they will
introductory lesson now use their class
activity, and addresses characteristics to
amend it to student need in a identify the
reflect better more relevant design qualities
choices for their fashion. Most most appropriate
audience. This teachers plan in for their class.
will make the a way that is When they know
lesson fit the comfortable to these qualities,
students’ needs them. It is more they will list
and interest to a difficult to activities that are
larger degree, address relevant to those
which will relevancy to the qualities. This
increase student student than it is new list will be
learning by to address located on the
increasing their relevancy to the left side of the
engagement in teacher. This original T-chart.
the lesson. activity is being Once complete,
used to focus the team will
attention on report out to the
ways to address whole group.
student needs They will explain
and build an their original
engaging lesson lesson, their new
in such a way teaching tool,
that is feasible and how they
for the teacher. amended their
lesson to make it
more relevant to
their audience.
After everyone
has reported out,
the faculty will
complete a
survey and
engagement

6. meter to help the
facilitators
assess what was
helpful, and to
plan additional
training for the
future.
Fairmeadows Elementary Campus Improvement Plan 2010 – 2011 School Year,
(2010).
Duncanville Independent School District, Principal: Teresa Villarreal. Pp. 1 –
12.
2009-10 Academic Excellence Indicator System, Campus Performance,
Fairmeadows
Elementary School, Duncanville ISD. (2010), Texas Education Agency, pp. 1
- 4.
2009 – 10 Academic Excellence Indicator System, Campus Profile, Fairmeadows
Elementary School, Duncanville ISD. (2010), Texas Education Agency, pp. 1
- 4.

7. Staff Development Agenda Reflection
Explain in a paragraph how your proposed staff development agenda reflects learner-
centered principles. You do not have to address all learner-centered principles. Type
your responses in the expandable boxes.
Explain in one paragraph how the components of the TEA learning system are reflected
in your proposed staff development agenda. You do not have to address all
components.
Learning Goals, curriculum documents, instructional program, staff development
program, measurement system, administrative procedures
The staff development agenda for developing an engaging lesson aligns with the
TEA learning system components. Developing an engaging lesson affects all the
learning goals (TEKS) because it affects our instructional program, or the way we
present the lesson. It is used to develop lessons for hard to learn/ hard to teach TEKS.
We are working to make the lessons relevant to all learners. This staff development
program addresses training our teachers on how to identify their audience and then
creating a relevant lesson that addresses their needs and interests. This is a major
part of the goals and objectives of the Fairmeadows Campus Improvement Plan, which
is part of the administrative procedures. We will use a sign-in sheet to document
teacher training, and the effectiveness of the instruction should be measureable in how
our students do on district benchmarks, and the TAKS. These documents provide the
basis for the new Campus Improvement Plan for the next year.
Describe in one paragraph how you will create a positive environment for the staff
development session.
We will be striving to create a positive atmosphere for this training. By using the
library for training, the atmosphere becomes more comfortable. It is a less severe
setting than in the cafeteria, but still provides enough room for all the participants. We
will have the teachers sit by grade level, in small groups. Since we are discussing
audience interest, this division will create groups of similar interest. This training is
after a full day of work, but it is not a long session. We will provide bottles of water for
the participants, and snack size chocolate bars on all the tables for anyone who would
like a couple (these are a favorite of our staff). We will be working in collaborative
groups with hands-on activities. This will help to keep the interest of the tired
participants. By providing a fun, relaxed atmosphere, we hope to have a productive
and positive session.
How will you ensure activity participation by all who attend the staff development
session? Specify activities.
Our faculty often works in small, collaborative groups. This means that we have
procedures in place that insures that all members know what their “job” is and
effectively incorporates all members into the activity. This is very helpful when using
this type of activity for staff development. Our introduction activity will have the grade
level team considering lessons (TEKS) that they will be using in the near future, and

8. how they plan to teach it. They will document this on chart paper. The lesson at the
top, and the activities listed on the right side of the paper. All of our grade levels plan
as a team, so this should not be difficult for the team. Creating the teaching tool for the
lesson is a fun, hands-on activity that should have everyone working together for a
common goal, and discussing different ways of teaching that objective. By giving a
time limit to the next activity, the teachers will usually become a little competitive, and
work hard together to beat the other teams. This should provide a nice list of student
(audience) -centered activities that address all the components of a relevant lesson.
The conclusion exercise of the staff training will refer back to the original document.
After completing the two activities addressing ways to make a lesson relevant to its
audience, the grade-level teams will make a new list of activities that is more relevant
to the intended audience. These will be listed on the left-hand side of the paper. The
team will present its finding to the other grade levels. After completing the group
presentations, a survey and engagement meter will be completed by each member to
assess how effective and relevant the training was.
How will you facilitate and help participants build consensus on the best course of action
to address the objective?
I am going to help facilitate the staff training by using a method of training that is
often used by our faculty. It incorporates small groups, and a set format for
procedures. Everyone participates in different capacities. They all are expected to help
and add their voice to the discussion. The participants are comfortable in this format,
and are willing to ask others for advice and help when involved in different activities. I
am also dividing the participants into grade level teams. That means that they already
work on curriculum together, and often help each other on developing instructional
programs for their classroom. By having the groups report out to everyone, they
become responsible for their results. They need to understand what was being
discussed, and how it will effect change in their instruction. By being able to explain
the process to others and how it affected what they were planning for their audience,
the information becomes more relevant and useful to their own instruction. Our faculty
usually incorporates a fair amount of humor in this process. This makes the process
more interesting for us, which means that we are more likely to remember what we
learned.
How will participants evaluate the staff development session?
I will use an end of session survey with an engagement meter. This will allow
participants to give useful comments or criticism. The engagement meter is used to
see if the lesson or training is effective and interesting, or if they are there just because
they are required to be. Since the session is after a full day of classes, it is important to
keep their interest.