Notes to facilitator: Learner-Centered Instruction Tier I - Professional Development Quality Teaching & Learning

Download Notes to facilitator: Learner-Centered Instruction Tier I - Professional Development Quality Teaching & Learning

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<ul><li> Slide 1 </li> <li> Slide 2 </li> <li> Notes to facilitator: </li> <li> Slide 3 </li> <li> Learner-Centered Instruction Tier I - Professional Development Quality Teaching &amp; Learning </li> <li> Slide 4 </li> <li> 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. </li> <li> Slide 5 </li> <li> A.I.M. </li> <li> Slide 6 </li> <li> Brain Research Learner-Centered Instruction Sharing Best Practices Teaching Philosophy Overview </li> <li> Slide 7 </li> <li> 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? </li> <li> Slide 8 </li> <li> 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? </li> <li> Slide 9 </li> <li> How the Brain Learns </li> <li> Slide 10 </li> <li> 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 Students Learn? </li> <li> Slide 11 </li> <li> How Do We Facilitate Learning? You now know Definition of learning Brain research </li> <li> Slide 12 </li> <li> Strengthening our students C.O.R.E. C.O.R.E. is acronym for connect, organize, reinforce, and engage. How Can We Best Facilitate Learning? </li> <li> Slide 13 </li> <li> Connect Schema (mental framework) Background, experiences, and culture O R E C.O.R.E. </li> <li> Slide 14 </li> <li> Connect Schema (mental framework) Background, experiences, and culture O R E </li> <li> Slide 15 </li> <li> 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. Connect </li> <li> Slide 16 </li> <li> Schema (mental framework) Background, experiences, and culture Organize Hierarchy and sequence Frames, guides, and patterns R E Organize </li> <li> Slide 17 </li> <li> Visual Organization WWI Ally: Italy Germanys Partners: Austria-Hungary, Turkey, Bulgaria 14 million deaths WWII Germanys Partners: Japan, Italy 55 million deaths World power shifts to USSR and USA Greater impact on world politics </li> <li> Slide 18 </li> <li> 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. Organize </li> <li> Slide 19 </li> <li> Reinforce Connect Schema (mental framework) Background, experiences, and culture Organize Hierarchy and sequence Frames, guides, and patterns Reinforce Review Reconnect and reorganize E </li> <li> Slide 20 </li> <li> Concept Maps for Reinforcement </li> <li> Slide 21 </li> <li> 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 </li> <li> Slide 22 </li> <li> Engage Your C.O.R.E. </li> <li> Slide 23 </li> <li> When We Come Back... 10 minute break </li> <li> Slide 24 </li> <li> 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. </li> <li> Slide 25 </li> <li> The TC-LC Continuum Learner Constructed Formative and summative Student learning Teacher-Centered Learner-Centered Who Knowledge Assessment Goal Teacher Transmitted Summative Content coverage </li> <li> Slide 26 </li> <li> 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? </li> <li> Slide 27 </li> <li> SHARING BEST LCI PRACTICES What is one of your best LCI practices? What are other facultys best LCI practices? </li> <li> Slide 28 </li> <li> Sharing Best LCI Practices Think Pair Share 3 minutes to think 6 minutes to share </li> <li> Slide 29 </li> <li> Teacher/Student Analogy </li> <li> Slide 30 </li> <li> 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 </li> <li> Slide 31 </li> <li> My Teaching Philosophy </li> <li> Slide 32 </li> <li> 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? </li> <li> Slide 33 </li> <li> Implementation </li> <li> Slide 34 </li> <li> 1.Teaching philosophy 2.Big ideas 3.My commitment Conclusion </li> <li> Slide 35 </li> <li> References http://www.duq.edu/cte/academic-careers/teaching-philosophy.cfm How We Learn Synapses and Neural Pathways http://www.youtube.com/watch?v=Rm7Cx9SbHJk Mary Ellen Weimer Learner-Centered Teaching (2002) Terry Doyle http://learnercenteredteaching.wordpress.com/ http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/index.html http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/start/index.html http://www.study-skills-for-all-ages.com/graphic-organizers.html http://www.education.com/definition/learnercentered-instruction/ http://faeriekat.wordpress.com/2008/02/26/message-damour-des-dauphins/ </li> </ul>