Learner-Centered Instruction
Tier I - Professional Development
Quality Teaching & Learning
Quality Teaching and Learning
Tier Professional Development

Tier I – (required) Understanding and
commitment to using LCI (you are here).

Tier II- (required) Identifying and using
Learner-Centered strategies.

Tier III – (optional) Professional development
for future quality teaching tier champions.
A.I.M.
Overview
• Brain Research
• Learner-Centered Instruction
• Sharing Best Practices
• Teaching Philosophy
In order to feel confident in our philosophy about
teaching we must know how learning occurs.
• What is “learning”?
• What is brain research?
• How do students learn?
• How can we promote learning?
Definition of Learning
Definition of LEARNING:
Merriam-Webster
1. Knowledge or skill acquired by instruction or
study
2. Modification of a behavioral tendency by
experience (as exposure to conditioning)
• So how does learning occur?
How the Brain Learns
How Do Students Learn?
1. The first trip across the ravine is the hardest. How can
you assist your students in their first “trip” coming
across new content?
2. The climbers had significant background knowledge,
which enabled them to be successful. How can you
integrate your students’ background knowledge in the
classroom?
3. The climbers often crossed the ravine independently.
How can you encourage your students to take many
trips independently, i.e. become independent learners?
How Do We Facilitate Learning?
You now know…
– Definition of learning
– Brain research
How Can We Best Facilitate Learning?
• Strengthening our students’ C.O.R.E.
• C.O.R.E. is acronym for connect, organize,
reinforce, and engage.
C.O.R.E.
Connect
– Schema (mental framework)
– Background, experiences, and
culture
O
R
E
Connect
Connect
– Schema (mental framework)
– Background, experiences, and
culture
O
R
E
What do you see in this image?
Do you see anything unusual now?
What Do You See In This Image?
“Message D’amour Des Dauphius” created by Sandro Del-Prete in 1987
Connect
• Brainstorm ways that you can help your
students draw on previous experiences or
existing schema in order to connect with your
course content.
• Be prepared to share one idea.
Organize
Connect
– Schema (mental framework)
– Background, experiences, and
culture
Organize
– Hierarchy and sequence
– Frames, guides, and patterns
R
E
Visual Organization
I was thrilled
Filled with adrenaline
And then I
Saw the field
And there was
A cow right
Where
I was
Supposed
To land I
Panicked
As I got
Closer I
Could see
The cow was
smiling
I was thrilled, I was filled with
adrenaline, and then I saw the
field and there was a cow right
where I was supposed to land, I
panicked! As I got closer, I could
see the cow was smiling.
Visual Organization
WWI
Ally: Italy
Germany’s Partners:
Austria-Hungary,
Turkey, Bulgaria
14 million deaths
WWII
Germany’s Partners:
Japan, Italy
55 million deaths
World power shifts to
USSR and USA
Greater impact on
world politics
Organize
• Brainstorm ways that you can help your students
organize their learning of the course content
through hierarchies, sequences, frames,
guides, and patterns.
• Be prepared to report out to the
entire group.
Reinforce
Connect
– Schema (mental framework)
– Background, experiences, and
culture
Organize
– Hierarchy and sequence
– Frames, guides, and patterns
Reinforce
– Review
– Reconnect and reorganize
E
Concept Maps for Reinforcement
Concept Maps for Reinforcement
Reinforcement of Your Learning
• Generate a list of key words/ideas/concepts
from this professional development.
• Share and modify your lists.
• Create your own concept map.
Engage
Connect
– Schema (mental framework)
– Background, experiences, and
culture
Organize
– Hierarchy and sequence
– Frames, guides, and patterns
Reinforce
– Review
– Reconnect and reorganize
Engage
– Meaningful experiences
– “Hands on, minds on”
Engage Your C.O.R.E.
•
– In what ways were you
engaged throughout this
session?
• Reflect
• Share with a partner
• Report out
When We Come Back...
10 minute break
What is Learner-Centered Instruction?
Baker College:
“Learner-centered instruction means that students are
engaged participants in their learning and the instructor
is responsible for creating and facilitating quality
learning experiences that maximize student learning.”
The TC-LC Continuum
Teacher-Centered
Teacher
Learner-Centered
Who
Learner
Transmitted
Knowledge
Constructed
Summative
Assessment
Formative and summative
Content coverage
Goal
Student learning
Two Examples
Instructional Reflection
• In the first video:
– What seemed to be learner-centered? Why?
• In the second video:
– What seemed to be learner-centered? Why?
• Consider the instructional approach used in one of
the videos and how this could be used in your
course.
The TC – LC Continuum
• Is it all or nothing? Should it be exactly 50/50?
• What variables affect the TC – LC continuum, i.e.
what demands more teacher-centered instruction,
and what demands more learner-centered
instruction?
• For the course(s) that you teach, what is the ideal
balance of these elements – who is responsible,
how knowledge is acquired, the type(s) of
assessment used, and the goal of instruction?
What is one of your best
LCI practices?
What are other
faculty’s
LCI practices?
SHARING
BEST
LCI best
PRACTICES
Sharing Best LCI Practices
Think – Pair – Share
3–3–6
• 3 minutes to think
• 3 partners
• 6 minutes to share
Teacher/Student Analogy
How are these analogies related to a
teaching philosophy?
What is a teaching philosophy?
• A self-reflective statement of your…
– Values
– Beliefs
– Attitude
…in regard to teaching and learning
• “Internal compass”
– Guides you as you guide your students
My Teaching Philosophy
So What?
• What purpose does your philosophy have after
today?
• Where can you learn more about teaching
philosophies?
• Will I be asked to revisit or refine my philosophy in
the future? Why?
In The Future
• For future reading see the Support Documents tab,
Faculty Focus “Special Report.”
• During your instructional evaluation, this would be a great
way to further develop and showcase your professional
identity.
• This will be a component of Quality Teaching Tier II and
III.
Implementation
Conclusion
1. Teaching philosophy
2. Big ideas
3. My commitment