WHAT IS OUR GLOBAL AGENDA? A Look at Learner-Centered Teaching and Learning

1
WHAT IS OUR GLOBAL AGENDA? A Look at
Learner-Centered Teaching and Learning

• Barbara L. McCombs, Ph.D.
• Senior Research Scientist
• University of Denver Research Institute
• Email bmmcombs_at_du.edu

2
Purpose of Presentation

• To describe my own journey in identifying global
  issues in learning and teaching
• To describe what Ive learned about practices
  that improve motivation and achievement in
  several international studies
• To identify some of what I think are the most
  important global educational issues in any
  learning context (on- or off-line)
• To challenge participants to become involved in
  participating in a transformational redesign of
  educational systems

3
How the Journey Began

• My family beginnings
• Trying to understand natural love of learning
• Researching different models of motivation
• Finding research validated principles
• Exploring how these principles translate into
  practice in the US and other countries
• Seeing whats needed in new educational
  paradigms, including those using online learning
  technologies

4
Understanding Motivation

• Learning as a natural process
• Curiosity as a natural process
• Motivation to learn as a natural process
• What happens in schools?
• Students cant follow their natural interests
  to inspire students they need to see relevance
  and meaning
• Students cant make choices and be autonomous
  to engage students they need to have a say in
  what they learn and how they learn it

5
What Does the Research Say?

• What is the evidence?
• Where does it come from?
• Is there any global confirmation?
• How does the evidence translate into practice?

6
THE LEARNER-CENTERED PRINCIPLES AS A FRAMEWORK
FOR ENHANCED LEARNING AND MOTIVATION

• Based on published research on learning,
  individual differences, and needs of learners
• Include strategies responsive to and respectful
  of diverse needs of students as learners
• Imply that programs and practices must include
  strategies consistent with the research-validated
  learner-centered psychological principles
• Strategies focus on creating positive
  relationships, providing choice and control, and
  implementing approaches to building caring
  learning communities
• Represent a paradigm shift or transformed and
  balanced view of cognitive, social, and emotional
  issues that focuses on learning and learners

7
WHY IS THIS FOUNDATION IMPORTANT?

• A compelling rationale is needed to balance a
  focus on learners and learning.
• There is an increased global recognition that
  educational systems must prepare students for
  life, productive careers, and to be learners for
  life.
• There is growing research support that academic
  standards and content expertise are not
  sufficient to assist students in developing into
  knowledgeable, responsible, caring, and
  academically competent lifelong learners.
• One of the primary benefits of basing practices
  on research-validated Principles that span over a
  century of research is that they are
  theoretically, empirically, and experientially
  grounded based on feedback from teachers and
  other educators.

8
BACKGROUND ON DEVELOPMENT OF LEARNER-CENTERED
PRINCIPLES (LCPs)

• The original document was developed in 1991-92
  and disseminated in 1993 in response to changes
  in national educational policy that ignored
  knowledge base on learning and learners.
• The LCPs emerged from an intensive review of a
  century of research on learning, motivation,
  development, and individual differences in
  learning.
• This document was revised in late 1997 as new
  knowledge became available and new concerns with
  national educational policy surfaced.
• As current research has continued to define
  evidence-based practices, a new APA Task Force is
  creating a set of tools for communicating
  evidence based practices that are developmentally
  appropriate for pre-K-12 students.

9
APA LEARNER-CENTERED PSCYHOLOGICAL PRINCIPLES

• 14 principles divided into 4 domains or factors
  influencing learning and achievement
• Imply a holistic look at learners, their needs,
  and the contexts/practices that best meet these
  needs across the age span
• See separate handout of Table 1 for a listing of
  all 14 principles
• Can also download full version at
  http//www.apa.org/ed/cpse/LCPP.pdf

10
METACOGNITIVE AND COGNITIVE FACTORS

• Learning is a natural process
• Learning is personal constructions of meaning
• Learning is relating personal meanings to shared
  knowledge
• Learning is facilitated by higher-order thinking
  processes
• Learning is facilitated by environmental factors,
  including culture, technology, and instructional
  practices

11
MOTIVATIONAL AND AFFECTIVE FACTORS

• Motivation is a function of internal beliefs,
  values, interests, expectations, emotions, states
  of mind
• Motivation to learn is a natural process when
  beliefs and emotions are positive and when
  external context is supportive
• Motivation-enhancing tasks facilitate
  higher-order thinking and learning processes as a
  function of perceived relevance and
  meaningfulness as well as optimal difficulty and
  novelty

12
DEVELOPMENTAL AND SOCIAL FACTORS

• Learning is influenced by unique genetic and
  environmental factors
• Learning is facilitated by developmentally
  appropriate experiences and materials
• Developmental differences encompass physical,
  intellectual, emotional, and social areas
• Learning is influenced by social interactions,
  interpersonal relations, and communication with
  others

13
INDIVIDUAL DIFFERENCES FACTORS

• The same basic principles of learning apply to
  all individuals
• Learners differ in learned and genetic
  preferences for how they learn
• Individuals unique perceptions, learned beliefs,
  and prior learning experiences provide a filter
  for learning new information and interpreting
  reality
• Setting appropriately high and challenging
  standards and assessing the learner and learning
  progress are integral parts of the learning
  process

14
WHAT DOES THE LEARNER-CENTERED FRAMEWORK ADDRESS?

• The Learner - perceptions, needs, motivation
• Learning Opportunities - types of teaching and
  learning experiences that can meet learner needs
  for success, belonging, autonomy
• Learning Outcomes - including affective,
  cognitive, social, and performance domains
• Learning Context - climate for learning,
  including expectations, teacher and technology
  support, time structures, adaptability to student
  needs, and a focus on fostering positive learning
  communities

15
Learner-Centered Model A Holistic Perspective
Learner
Learning
Knowledge
Learner
Learning
Integration of Factors Impacting Learners and
Learning
Learning

• Cognitive and Metacognitive
• Motivational and Affective
• Developmental and Social
• Individual Differences

16
Translating the Learner-Centered Principles into
Practice

• Selecting a theoretical framework that captures
  the LCPs
• Person-centered
• Phenomenological
• Identifying evidence-based practices consistent
  with the LCPs
• Measuring the efficacy of person and practice
  variables in predicting important learner outcomes

17
Evidence Based Characteristics of
Learner-Centered Teachers

• acknowledge and attend to each students
  uniqueness
• understand learning and motivation to learn
• create a positive climate that feels safe and
  secure
• assume that all students want to learn and
  succeed
• are knowledgeable of subject matter
• provide choice and personal responsibility for
  learning
• have confidence in their ability to teach and
  reach different students
• provide high quality explanations while
  encouraging students to think critically and
  independently
• provide opportunities for active learning and
  student engagement in learning
• see themselves as co-learners and partners with
  students in sharing responsibility for learning

18
Evidence Based Characteristics of
Learner-Centered Practices

• The emphasis is on methods that address the whole
  learner and his or her academic and non-academic
  needs and students are partners in co-creating
  learning experiences, climate, and community.
• Practices at the classroom and school levels
  begin with strategies for getting to know each
  learner and forming a safe, inclusive learning
  community before academic learning begins.
• Teachers see themselves as learners and
  co-learners with students and each other, and as
  facilitators rather than directors of student
  learning.
• Success is measured by academic and non academic
  outcomes and by sustaining attitudes of ongoing
  learning, change, and improvement.

19
Learner-Centered Professional Development Tools

• Help teachers engage in their own self-assessment
  process
• Encourage teachers to reflect and think
  critically about their beliefs and practices
• Allow teachers to examine educational theories
  and practices in light of their beliefs and
  experiences

20
THE ASSESSMENT OF LEARNER-CENTERED PRACTICES
(ALCP) Tools for Creating Learner-Centered
Classrooms

• TEACHER SURVEYS - for increasing awareness of
  impact on students
• Teacher Beliefs and Assumptions about learners,
  learning, and teaching
• Teacher Characteristics related to effective
  teaching
• Teacher Assessment of Classroom Practices in
  areas most related to student motivation and
  achievement
• STUDENT SURVEYS - for identifying students not
  being reached
• Student Assessment of Classroom Practices in same
  areas as instructor assessments
• Student Motivation, Interests, Learning Strategies

21
Characteristics of Learner-Centered Tools

• What they are
• Non-threatening
• Tools for learning and change
• Opportunities to share expertise
• What they are not
• Evaluations of competence
• One-size-fits-all strategies
• Cookbook teaching procedures

22
RESEARCH-VALIDATED DEFINITION OF
LEARNER-CENTERED

• Reflection of the learner-centered Principles in
  the programs, practices, policies, and people
  that support learning for all learners
• Balances the concern with learning achievement
  and the concern with diverse learner needs
• Is a complex interaction of qualities of the
  teacher in combination with characteristics of
  instructional practices as perceived by
  individual learners
• Meaningfully predicts learner motivation and
  levels of learning and achievement at different
  developmental levels (grades K-3, 4-8, 9-12)

23
LEARNER-CENTERED CONCEPTS

• CHOICE
• RESPONSIBILITY
• RELEVANCE
• CHALLENGE
• CONTROL

• CONNECTION
• COMPETENCE
• RESPECT
• COOPERATION
• RELATIONSHIPS

24
DOMAINS OF LEARNER-CENTERED CLASSROOM
PRACTICES FOR GRADES K-3
 
Facilitates Thinking and Learning Skills
Provides Motivational Support
Creates Positive Relationships
25
DOMAINS OF LEARNER-CENTERED CLASSROOM
PRACTICES FOR GRADES 4-8 AND 9-12
 
Adapts to Individuals
Encourages Higher-Order Thinking
Honors Student Voice
Creates Positive Relationships
26
 DOMAINS OF LEARNER-CENTEREDCLASSROOM
PRACTICESCOLLEGE LEVEL
Provides for Social Needs
Encourages Personal Challenge/Responsibility
Facilitates the Learning Process
Adapts to Class Learning Needs
Creates Positive Relationships
27
STUDENT MOTIVATIONAL OUTCOMES FOUND WITH LEARNER
CENTERED PRACTICES

• take responsibility for their own learning
• engage in learning for understanding vs. grades
• achieve high academic and personal standards
• engage in independent learning activities
• seek out further information about topics of
  interest
• persist in the face of learning challenges
• continue to refine their skills in chosen areas
• go beyond minimal assignments

28
STUDENT ACADEMIC AND BEHAVIORAL OUTCOMES FOUND
WITH LEARNER-CENTERED PRACTICES

• High levels of classroom achievement on indicator
  such as grades and test scores
• High levels of classroom and school attendance
  and engagement
• High levels of social and emotional skills
• High levels of lifelong learning skills
• Low levels of disruptive classroom behaviors

29
What Defines Learner-Centered Classrooms and
Schools?

• Learner-Centered is in the eye of the
  beholder
• Wont look the same from day to day, class to
  class, school to school
• Depends on needs of individual learners, the
  culture of the school, and characteristics of the
  community

30
A Universal Systemic Framework

• An ecological framework for learning one that
  defines the complex factors affecting learning
  from inside and outside the learner
• A living systems framework one that defines the
  domains of system functioning

31
Conceptual Framework Domains of Living Systems
TECHNICAL
ORGANIZATIONAL
PERSONAL
32
Findings from International Studies

• England Looked at relationships between
  learner-centeredness as assessed by the ALCP
  surveys for upper elementary and secondary
  students and students lifelong learning skills.
  Found that students in more learner-centered
  classrooms had higher lifelong learning skills on
  6 of the 8 dimensions measured.
• Ireland Looked at elementary students
  development of self-regulated learning and
  motivation skills as a function of how
  learner-centered the teachers practices were
  using the ALCP surveys and measures of
  self-regulated learning. Found significant
  relationships between learner-centeredness and
  students self-regulated learning and motivation.
• Philippines Looked at the practices of college
  instructors with the ALCP surveys. Found that
  the more learner-centered instructors had
  students with the highest motivation, attendance,
  and learning outcomes.
• Spain Looked at practices of high school
  teachers in learner-centered vs. non-learner
  centered classrooms as assessed by the ALCP
  surveys. Found that student s in more
  learner-centered classrooms had higher
  self-regulated learning skills.

33
What Ive Learned

• Research-validated principles apply to a number
  of cultures and both on-line and off-line
  learning environments
• It is productive to look at what unites versus
  separates us as a global culture
• Learner-centered practices enhance a range of
  desired student outcomes
• Schools that align themselves with
  learner-centered principles create new
  communities and cultures of learners

34
What Does this Imply for a Global Agenda?

• We need to identify those common issues for
  teachers and students that contribute to optimum
  levels of learning and engagement
• We need to identify areas of collaboration that
  can cross-validate common issues and solutions
• We need to study how common issues play out
  differently in different cultures and groups
• We need to understand the role of different
  values, purposes of education, and philosophies
• We need to identify online and offline learning
  designs that prepare students to be innovators
  (creative lifelong learners and collaborators)
• We need to work on new policy implications that
  have global perspectives

35
Conclusions

• We have many exciting challenges and
  opportunities to build research validated
  principles into the design of new educational
  systems
• We have much to gain by collaboration
• We can set the course for a transformed global
  educational system
• We can inspire students at all levels to become
  involved