Think back to when you were in school.
Picture the most
disengaged student in your class.
What is this person doing/not do...
Remembering back….way back
…..what did you like to build/design when you were younger?
…..what kind of play did you engage...
Young
Architects
Engaging Adolescent Male Students in the
Middle Years Classrooms of the 21st Century
Used with permission...
•I was a middle years student (grade 6-8)
•I was a middle years teachers (grades 6-9)
•Father of two boys who experienced
...
Retrieved from “What did you
do in school today?”, Canadian
Education Association, 2009
Grade 9 -12 students
What happens ...
What is
happening
here?
• Current Canadian research on student education states that students
start to become “intellectually disengaged” in the m...
Turn & Talk at Tables
Hypothesize:
1. Why do students start to become
disengaged starting in the middle years
grades? (Gra...
ANOTHER
TYPICAL
DAY OF
LEARNING
CALVIN???
Learner Centeredness does not just take place in Kindergarten Classes;
It is mindset as to how we approach teaching and le...
What could RDC do to increase student satisfaction?
•Develop a learning-centered ethos
•Focus on engaged learning
•Focus o...
Today’s Targets:
1. I will build a greater understanding as to
what it means to be a “learner-centered”
instructor
2. I wi...
Young
Architects
What ideas do you
have to build/assess
21ST CENTURY SKILLS
in your curriculum?
How will you design
“TEAMS...
A few “personal” caveats about
“learner-centeredness”
 It is not about lowering expectations for students
 It is not abo...
Curriculum in the 21st Century
What’s
up?
“What is old becomes new again”
Instructional Design in the 21st Century:
What w...
Shifting “Curricular” Paradigms
Traditionalism Progressivism
Art
Phys-ed and
Health
Science
Social
Studies
Mathematics
Language
Arts
Music
Curriculum in the 20th Century
The Old Model
Digital and
Technological
Fluency
Communication
Social, Cultural, G
lobal and
Environmental
Responsibility
Creativity and
...
Shift Happens….
Are you ready…..for change?
Are you ready…..to change?
Again?
22
An Old and Familiar Tune
Or a A New Song
Which song are you singing?
Is it time to change our tune? If so, why?
Learner-Ce...
3Rs x 7Cs = 21st Century Skills
Critical Thinking
Creativity and Innovation
Collaboration/Teamwork and Leadership
Cross-Cu...
Curriculum:
The Future, You and Your Students
 What kind of curriculum experience will
you design?
 Will your curriculum...
TEAMS:
Together
Everyone
Achieves
More
Success
Education Speak Out
“’At risk’ students are those who leave school before or after
graduation with little possibility of continuing learning”
...
Interview Skills for Education Students 29
S
I
D
E
S
Strategic
Instructional
Design to
Engage
Students
Tate
Marzano
Bennett
Silver
FLOW
=
Engagement
20 Instructional Strategies To Engage the Learner
Graphic Organizers
Writing and Reflection
Brainstorming
Field Trips
...
Flow Theory
Psychologist Mihaly Csikszentmihalyi (1990) uses the word “flow” to
describe learning activities that “have as...
Project-based Learning Inquiry Learning
Problem-based Learning Community Service Learning
Self-directed Learning Context-b...
Constructivism requires us to give up control and
share it with the students
A “Better”Model
Instructor Student
Instructor
Student New Model
Think/Pair/Share/Square/Compare
 What is role of my students? What is my role as instructor?
 Which instructional strate...
Are we teachers?
 Determining the learning destination
 Creating questions that foster inquiry
 Designing units, backwa...
What if…..?
…..our curriculum topics were centered around a big problem that
needed to be solved through collaboration and...
Resources:
 21st Century Skills by Bernie Trilling & Charles Fader
 Better Learning Through Structured Teaching by Dougl...
Young Architects - RDC
Young Architects - RDC
Young Architects - RDC
Young Architects - RDC
Young Architects - RDC
Young Architects - RDC
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Young Architects - RDC

  1. 1. Think back to when you were in school. Picture the most disengaged student in your class. What is this person doing/not doing? Why? Me – in grade 2
  2. 2. Remembering back….way back …..what did you like to build/design when you were younger? …..what kind of play did you engage in when you were younger? ….how would you describe your best learning experiences? ……how would you describe your worst learning experiences? ….what motivated you to learn? Me – in grade 6
  3. 3. Young Architects Engaging Adolescent Male Students in the Middle Years Classrooms of the 21st Century Used with permission, Clive School WinWin Program, 2002
  4. 4. •I was a middle years student (grade 6-8) •I was a middle years teachers (grades 6-9) •Father of two boys who experienced challenges/opportunities in the middle years •Administrator of K-9 schools who designed “WinWin” Program for unsuccessful students (mainly boys) •Administrators Book Study Group: “Boys and Girls Learn Differently” •AISI Coordinator (Strategic Instructional Design to Engage Students) •Coordinator/Instructor for UofA Middle Years Education Degree at Red Deer College •Chairperson of Education •And now a doctoral student “’At risk’ students are those who leave school before or after graduation with little possibility of continuing learning” …Roland Barth Retrieved from http://www.michaelgurian.com/ My Background
  5. 5. Retrieved from “What did you do in school today?”, Canadian Education Association, 2009 Grade 9 -12 students What happens here? What happens here?
  6. 6. What is happening here?
  7. 7. • Current Canadian research on student education states that students start to become “intellectually disengaged” in the middle years of their education (What did you do in school today. 2009). • Intellectual engagement: “A serious emotional and cognitive investment in learning, using higher-order thinking skills (creating, analysis, evaluation) to increase understanding, solve complex problems or construct new knowledge” (What did you do in school today, p.
  8. 8. Turn & Talk at Tables Hypothesize: 1. Why do students start to become disengaged starting in the middle years grades? (Grade 5, 6, 7) 2.What leads disengaged students to drop out of high school? 3.How do we re-engage those students who were disengaged learners in high school? Me – in grade 4
  9. 9. ANOTHER TYPICAL DAY OF LEARNING CALVIN???
  10. 10. Learner Centeredness does not just take place in Kindergarten Classes; It is mindset as to how we approach teaching and learning for ALL LEARNERS
  11. 11. What could RDC do to increase student satisfaction? •Develop a learning-centered ethos •Focus on engaged learning •Focus on developing a sense of community
  12. 12. Today’s Targets: 1. I will build a greater understanding as to what it means to be a “learner-centered” instructor 2. I will construct my own evidence as to how to engage and empower learners through research-proven instructional design practices. 3. I will design a plan as to how to provide learning opportunities for my students that allows them to build, design and construct evidence of their learning.
  13. 13. Young Architects What ideas do you have to build/assess 21ST CENTURY SKILLS in your curriculum? How will you design “TEAMS”, “SIDES” and COMMUNITY into your curriculum? How will you give your students VOICE and CHOICE in their learning? Brent Galloway Chairperson, Bachelor of Education Program Red Deer College | 100 College Boulevard | Red Deer | AB | T4N 5H5 work 403.357-3634 |
  14. 14. 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 “necessarily” about the instructor working harder than the student  It is not about viewing curriculum in the same way that we have done in the past …..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.
  15. 15. Curriculum in the 21st Century What’s up? “What is old becomes new again” Instructional Design in the 21st Century: What would John Dewey think?
  16. 16. Shifting “Curricular” Paradigms Traditionalism Progressivism
  17. 17. Art Phys-ed and Health Science Social Studies Mathematics Language Arts Music Curriculum in the 20th Century The Old Model
  18. 18. Digital and Technological Fluency Communication Social, Cultural, G lobal and Environmental Responsibility Creativity and Innovation Critical Thinking, Problem Solving and Decision Making Collaboration and Leadership Lifelong Learning, Personal Management and Well-Being Curriculum in the 21st Century The New Model
  19. 19. Shift Happens….
  20. 20. Are you ready…..for change? Are you ready…..to change? Again? 22
  21. 21. An Old and Familiar Tune Or a A New Song Which song are you singing? Is it time to change our tune? If so, why? Learner-Centered education is NOTa new concept
  22. 22. 3Rs x 7Cs = 21st Century Skills Critical Thinking Creativity and Innovation Collaboration/Teamwork and Leadership Cross-Cultural Understanding Communication/Media Literacy Computing/Digital Literacy Career and Learning Self-Reliance **(Trilling & Fadel, 21st Century Skills)
  23. 23. Curriculum: The Future, You and Your Students  What kind of curriculum experience will you design?  Will your curriculum address the issues, problems and critical themes of today?  Will your curriculum plan inspire, motivate, and engage students?  Will your curriculum allow for collaboration?  Will your curriculum meet the needs of the 21st century learner?  Will your curriculum demonstrate creativity and innovation in teaching and learning? What is engaged learning? Not sure? Just ask the students?
  24. 24. TEAMS: Together Everyone Achieves More Success
  25. 25. Education Speak Out
  26. 26. “’At risk’ students are those who leave school before or after graduation with little possibility of continuing learning” ***Roland Barth
  27. 27. Interview Skills for Education Students 29
  28. 28. S I D E S Strategic Instructional Design to Engage Students Tate Marzano Bennett Silver FLOW = Engagement
  29. 29. 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
  30. 30. Flow Theory Psychologist Mihaly Csikszentmihalyi (1990) uses the word “flow” to describe learning activities that “have as their primary function the provision of enjoyable experiences” (p. 72). When one is in the “flow zone”, a student’s skill level is matched with the level of challenge in the activity, so that a student experiences positive emotions rather than those such as anxiety or boredom, and becomes “fully invested” in the activity.
  31. 31. Project-based Learning Inquiry Learning Problem-based Learning Community Service Learning Self-directed Learning Context-based Learning
  32. 32. Constructivism requires us to give up control and share it with the students
  33. 33. A “Better”Model Instructor Student Instructor Student New Model
  34. 34. Think/Pair/Share/Square/Compare  What is role of my students? What is my role as instructor?  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” instructor?  How am I NOT a “Learner-Centered” instructor?
  35. 35. 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?
  36. 36. What if…..? …..our curriculum topics were centered around a big problem that needed to be solved through collaboration and inquiry? …..we replaced course disciplines with “problems/themes/issues”? ….we assessed students based on projects that they created vs. tests created by others? ……we had more student learning take place outside of the college classroom (e.g. workplace, online)? ….our students created their own evidence of learning that was used to make a difference in the real world?
  37. 37. 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

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