The document discusses learner-centered instruction and how it differs from traditional teacher-centered approaches. In learner-centered instruction, the learner is at the center of the learning process and plays an active role in influencing course content and activities. The instructor takes on the role of facilitator rather than transmitter of knowledge. Key aspects of learner-centered instruction include empowering learners, facilitating active learning experiences, and learners taking a proactive role in their learning through reflection.

1. Learner-centered Instruction
 Learner-centered instruction empowers learners
to participate actively in the learning process.
 Unlike more traditional teacher-centered
approaches which focus on the instructor, this
model places the learner at the center of the
learning process.

2. Learner-centered Instruction
 The role of the instructor goes beyond transmitting
knowledge, as they take on the responsibility of
facilitating active learning experiences for the
learners.
 At the same time, learners take on a more
proactive role, influencing course content and
activities and actively reflecting on their learning.

4. Teacher-centered Instructional Model Learner-centered Instructional Model
 Places the instructor at the center
of the learning process
 Places the learner at the center of
the learning process
 Instructor imparts knowledge, not
involving learners in the learning
process
 Instructor serves as a facilitator,
involving learners in the learning
process
 Instructor chooses topics and
activities; learners participate
passively
 Learners influence topics and
activities and participate actively
 Assessments are one-dimensional
and focus on grading
 Assessments are multidimensional
and provide ongoing feedback
 Prioritizes memorization and
correctness
 Prioritizes higher-level thinking
 Academic culture is competitive
and individualistic
 Academic culture is collaborative
and supportive

5. 5 key changes to practice in a Learner-centered
Instruction
1. Balance of power: challenge the traditional
power structure and the role of authority in the
classroom.
2. Function of content: focus on higher-order thinking
rather than memorization, allowing learners to
actively explore and reflect on their learning.
3. Role of the instructor: serve as a facilitator that
promotes learning rather than a content expert or
authoritarian classroom manager.

6. 5 key changes to practice in a Learner-centered
Instruction
4. Responsibility of learning: promote independent,
active and autonomous learning, as learners
become more responsible for their own learning.
5. Evaluation purposes and processes: utilize
assessments as tools to promote learning and not
tools to generate grades. Incorporate authentic
assessments with meaningful, ongoing feedback.

7. COLLABORATIVE
LEARNING

8. What is Collaboration?
... the process of two or more people,
entities or organizations working together
to complete a task or achieve a goal.

9. The Power of Collaboration

10. Why is Collaboration Important?
It helps us problem-solve
It brings people (and organizations) closer together
It helps people learn from each other
It opens up new channels for communication
It boosts morale across your organization
It leads to higher retention rates
It makes us more efficient workers

11. Student
Collaboration

12. Collaborative learning
 the practice of breaking students into small groups to answer
questions, work on projects and learn from one another – has
become one of the strongest core philosophies operating in
classrooms today.
 The concept is not new; much of the early research on
collaborative learning (also called cooperative learning) was
done in the 1980s and 1990s when most classrooms favored
the traditional teacher lectures and individual student work. But
with the growth of technology and the increasing value society
places on the ability to work in teams, collaborative learning has
become more common.
https://gsehd.gwu.edu/articles/10-strategies-build-student-collaboration-classroom

13. Collaborative Learning: How Can It Help Your Students?
Students make individual progress in tandem with others, working towards a
common goal.
Students are accountable to one another and, with appropriate direction, will
self-manage this.
Pupils learn to better understand and anticipate difference, recognize it in
themselves and others, and use it to their
advantage.

14. 10 Strategies to Build Student Collaboration in the Classroom
1. Deliberately select which students will work together
Left to their own devices, students will sort themselves
into groups of friends who share common bonds.
However, when a teacher creates the groupings, he
or she can match students by strengths and
weaknesses, deliberately mixing ability, diversity and
social capability.
2. Size the groups for maximum effectiveness
If a group is too small, ideas and discussion may not
be diverse or energetic enough; if too large, some
students won’t get involved. Optimum group size
tends to be four to five.

15. 10 Strategies to Build Student Collaboration in the Classroom
3. Teach your students how to listen to one another
Among young learners, active listening isn’t a natural
skill. Taking time to discuss and practice listening skills
with your students – teaching them to make eye
contact, avoid interruption and repeat important
points – has both short and long term benefits.
4. Set the rules of language and collaboration
There will always be one or two students in each
group who will be more likely to take the lead – or
take over. Take the time to teach students how to
clarify issues, how to paraphrase, how to disagree
constructively and how to build on what others have
contributed.

16. 10 Strategies to Build Student Collaboration in the Classroom
5. Make goals and expectations clear
Specific goals and expectations are important. If
students are not clear on the goals they are expected
to meet, group work has the potential to trail off into
socialization or apathy.
6. Assign roles to the members of each group
With roles delineated, students are able to better
understand what is expected of them. With roles like
leader (directs the group’s actions for the day),
recorder (takes notes and does all writing),
encourager (enables discussion and gives positive
feedback) and checker (checks the work and hands
it in), its clear how each student needs to fulfill his or
her responsibilities.

17. 10 Strategies to Build Student Collaboration in the Classroom
7. Use real-world problems, not imaginary ones
With practical, real-world assignments, students find
information through research and forming real opinions. If
you find a scenario that they feel involved in – an
environmental issue, a recent Supreme Court case, a
complicated social issue – they will take more ownership of
the project. Even better, select a problem from the
students’ own community and challenge them to solve it.
8. Consider giving each group a different task
Delegating tasks gives each group a sense of importance
and emphasizes the fact that large problems are solved by
people working together. By solving different pieces of an
issue, your student groups will have a more personalized
learning experience and will better refrain from ill-spirited
competition or “borrowing” each other’s work.

18. 10 Strategies to Build Student Collaboration in the Classroom
9. Play a game to get students warmed up
This is particularly helpful for younger students, who may not
be sure of their roles in the group or the classroom.
Cooperative games require children to use the same skills
that they do in collaborative schoolwork, and they can see
results quickly. For example, Teach Hub offers cooperative
classroom games that are appropriate for grades 1-3,
grades 4-6 and grades 7-8.
10. Evaluate each group on its own merit
If you judge groups in relation to each other, students will
feel like their success or failure is not entirely in their own
hands. Try a system where you can give grades per how
well each group met its goals, and/or how each student
performed the duties of their assigned role. You can also
reward by category, as in best discussions, best research or
most original solution.

19. https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/

20. Some Ways to Collaborate
1. Google / Microsoft: Many students are part of schools that either use Google
or Microsoft as their classroom management systems. Within these two tools
alone, teachers and students have access to documents and different
presentation formats that enable students to collaborate on the same
document or presentation, whether in the same physical space or not.
2. Blogging: Blogging is a good way to help students develop their literacy skills
and to practice the content by applying their knowledge in a more authentic
way. Blogging can be used for any grade level or content area. Students can
also collaborate on writing posts together and then share to build upon the
learning happening within the collaborative group.
3. Project Based Learning: The use of project-based learning is a good way to
help students prepare for their future by engaging in authentic work, exploring
real-world issues and working with peers to come to a solution.

21. Some Ways to Collaborate
4. Hands-On Activities: Students are very creative and
sometimes, when given basic materials and tasked to
find a way to practice, they work together and come up
with innovative ideas that move away from completing
a worksheet or textbook activity or doing something that
is already created online.
5. Creating a Wall of Discussion: Digital tools available for
having students share ideas, such as Padlet, are quite
helpful for collaborating. Students can post their ideas,
even anonymously, share photos, videos, weblinks links or
record audio to add to the collaborative space.

22. Models of Collaboration
Remote Role-Based Shared Screen
Individual devices, connected to a shared
document or LMS (learning management
system), are used. Students communicate
via chat or comment feature.
Students work on smaller, individual tasks based on
their role within the group. Continuous
communication is needed to construct shared final
product.
Students work side-by-side, discussing and taking
turns to complete an activity using one device.
Example: Individuals write an introduction
for their narrative essay and post to the LMS
(Google Classroom, Seesaw, etc). Peers
review the intros and provide feedback.
Example: A group works to solve a school problem,
breaking the project into smaller tasks (researcher,
interviewer, writer, etc). They use a web chat platform
to plan, interview and construct the project.
Example: Pairs of students work to define math
vocabulary terms. They collaborate on illustrations
and narrate over a shared document using a
whiteboard app such as Explain Everything.

23. 7 Factors Useful in Facilitating Student Collaboration FROM A DISTANCE
Getting students to talk with their peers about the content being learned, using academic language, problem-solving,
and negotiating ideas has been a priority for teachers for many years, and tremendous progress has been made since
the days of transmission schooling in which teachers talked and students listened. This need for student-to-student
interaction did not change because of the pandemic and widespread distance learning.
The question is, how can we implement collaborative structures using the technology we now have at our disposal?
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Factor 1 – Complexity and clarity of task: Students understand the task before moving to collaborative groups.
Factor 2 – Accountability via a product: The teacher needs to see the product following the collaboration and the
product needs to include contributions from each member of the group.
Factor 3 – Argumentation not arguing: Student use accountable talk to persuade, provide evidence, ask questions of
one another, and disagree without being disagreeable.
Factor 4 – Language support: Teacher modeling includes the use of academic vocabulary.
Factor 5 – Grouping: Small groups of 2-5 students are purposefully constructed to maximize individual strengths without
magnifying areas of needs.
Factor 6 – Time: As a general note, collaboration in distance learning breakout rooms should be 10 minutes per session
or less.
Factor 7 – Ask for help: The students understand the procedure to ask for help.

24. Teacher
Collaboration

25. Teacher Collaboration
Teacher collaboration occurs when members of a learning
community work together to increase student learning. As
educators, our ultimate goal is student achievement in
which teacher collaboration becomes the journey.

26. Teacher Collaboration
Common and Shared Goals
Shared ownership in student
learning
Focus on Instructional
improvement
● Teachers report that
having common goals
during collaboration
assist in team building
efforts
● Teachers that have a
shared sense of
responsibility and
ownership in student
learning work more
collaboratively together.
● Teachers suggest that
having an open mind to
innovation instructional
practices is beneficial in
teacher collaboration.

27. Benefits of Teacher Collaboration
• Better instruction
Teachers obtain more support to try new ideas and fine-tune activities.
• Expanded teaching toolkit
Provides teachers with more resources and promotes use of recommended instructional practices.
• Lesson consistency
Teachers feel they are more on the same page in terms of planning and delivering instruction.
• More inclusive methods
Teacher conversations started focusing more on student learning and how to teach to different
learning styles.
• Increased student effort
Academic rigor increases as teachers develop core competencies they expected their students to
meet.
• Higher teacher responsibility
Teachers developed a greater sense of accountability for promoting student success and meeting
school goals.

28. Effective Teacher Collaboration Strategies
• Develop and Agree Upon a Shared Vision and Mutual Goals
Having a shared vision and mutual goals can lead to the buy-in required for teachers to have a
genuine sense of ownership.
• Foster a Sense of Community
Collaboration is all about building relationships. Taking the time to get to know your colleagues
and relate on a personal level develops a greater sense of respect and trust. Like any
relationship, collaborative teams take time to develop.
• Establish Group Norms and Expectations
Unfortunately collaboration can be stressful and uncomfortable at times as educators are
passionate about their work and beliefs. It’s important to develop a culture of trust, respect, and
humility. Your team should delegate roles and responsibilities, as well as protocols for
communication and time management.
• Leverage Discussion to Work Through Conflicts
Although dialogue opens doors to new possibilities, it can also open the door to conflict. It’s a
good idea to develop a conflict management plan, monitor your own emotions, and always use
your professional judgment.
https://www.schoology.com/blog/teacher-collaboration

29. Remember the goal:
STUDENT
ACHIEVEMENT