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The Learner is the Center - MYC

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The Learner is the Center - MYC

  1. 1. What if…..? …..our curriculum topics were centered around a big problem that needed to be solved through collaboration and inquiry? …..we replaced subject 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 school classroom (e.g. workplace, online)? ….our students created their own evidence of learning that was used to make a difference in the real world?
  2. 2. Learner Centeredness does not just take place in Kindergarten Classes; It is mindset as to how we approach teaching and learning for ALL LEARNERS
  3. 3. ANOTHER TYPICAL DAY OF LEARNING CALVIN???
  4. 4. Retrieved from “What did you do in school today?”, Canadian Education Association, 2009 Grade 9 -12 students What happens here? What happens here?
  5. 5. What could RDC do to increase student satisfaction? •Develop a learning-centered ethos •Focus on engaged learning •Focus on developing a sense of community
  6. 6. Today’s Targets: Moving from the shallow end to the deep end of the learning pool 1. I will seek to understand what it means to be a “learner-centered” teacher 2. I will examine the best instructional design decisions to engage and empower learners 3. I will determine what learner-centered is in my role as teacher, and what this means in today’s classrooms with today’s students
  7. 7. The Learner is the Center 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 |
  8. 8. 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 …..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.
  9. 9. 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?
  10. 10. 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?
  11. 11. 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
  12. 12. History of Canadian Education What does the picture tell you?
  13. 13. The Life and Times of Canadian Education
  14. 14. Compare and Contrast The 20th Century Curriculum The 21st Century Curriculum
  15. 15. Art Phys-ed and Health Science Social Studies Mathematics Language Arts Music Curriculum in the 20th Century The Old Model
  16. 16. Digital and Technological Fluency Communication Social, Cultural, Global 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
  17. 17. 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)
  18. 18. 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?
  19. 19. Me – in grade 2 Powerful learning is learning that lasts a lifetime. What do you remember about your education?
  20. 20. Me – in grade 4
  21. 21. Me – in grade 6
  22. 22. The Engaged Learner… 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?
  23. 23. “’At risk’ students are those who leave school before or after graduation with little possibility of continuing learning” ***Roland Barth
  24. 24. TEAMS: Together Everyone Achieves More Success
  25. 25. S I D E S Strategic Instructional Design to Engage Students Tate Marzano Bennett Silver FLOW = Engagement
  26. 26. 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
  27. 27. Mihály Csíkszentmihályi, Flow: The Optimal Experience F L O W
  28. 28. Project-based Learning Inquiry Learning Problem-based Learning Service Learning Self-directed Learning Differentiated Learning
  29. 29. Constructivism requires us to give up control and share it with the students
  30. 30. A “Better”Model Instructor Student Instructor Student New Model
  31. 31. Turn and Talk for Two  What is role of my students? What is my role as a 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?
  32. 32. 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?
  33. 33. We Swim Together, or We Sink Together “ JUMP IN – The water’s fine, and so is the learning
  34. 34. 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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