Creating a learner centered environment

Editor's Notes

• #3: This year, we have referenced the Teaching and Learning Framework. The purpose of this Framework is examine how we support our goal of creating globally competitive graduates through teacher practice and student practice. The outside of the Framework addresses student practice (animate). This body of skills and knowledge comes from the Partnership for 21st Century Learning. They are the larger umbrellas for P21 skills. The teal section defines teacher practice (animate). This refers to the four domains of the Danielson Framework for Teaching. The inner core of the framework defines our core belief regarding curriculum and effective first instruction: Those core believes include rigorous, relevant, accessible, and responsive instruction
• #4: This past year everyone developed an understanding of 6 essential factors related to learner-centered environments. Blended Learning Student-Centered Environment Personalized Learning Customized Learning Competency-based Learning Here is how BCPS defines a learner-centered learning environment. The instructor creates authentic experiences that motivate the learners to construct their own meaning and accept responsibility for learning. Take a moment to think about where and how that is happening in your building.
• #5: In order for our classrooms to be learner-centered, teachers should consider three focus areas when creating learner-centered classrooms. The actions of the teacher, the actions of the students, and the organization of the physical space. When reflecting back to the question of “What do learner-centered environments look like?” we will use these areas. In a learner-centered learning environment, teacher practice, physical space, and student practice all look a certain way.
• #6: There are three essential shifts in each of the focus areas as a classroom transforms from being teacher-centered to learner-centered. The role of the teacher shifts as teacher practice moves from being primarily that of a director of learning to that of a facilitator of learning. The role of the student shifts as student practice moves from consumption and acquisition of knowledge, skills, and information to users, creators, and producers. Finally, the space in the classroom shifts from one that is conducive to students consuming information and resources to one where students are able to collaborate, communicate and use, produce, or create information and resources.
• #7: There are times when in order for students to acquire and develop knowledge, information, and skills, our classrooms need to look traditional. A learner-centered environment takes into account the desired student practice. As we move into students being able to effectively use and produce or create knowledge, information, and skills, the model of the traditional classroom isn’t as advantageous. Think about and discuss classrooms that always look traditional. In those spaces, what is the teacher doing, what does the space look like, and what are the students doing?
• #8: Now think about what a modern classroom looks like. In those spaces, what is the teacher doing, what does the space look like, and what are the students doing?
• #9: We have spent the past school year working to understand the three observable domains in the Danielson Framework for teaching. This aligns to the teal portion of the Teaching and Learning Framework. They provide us with guidance concerning teacher practice. As you know, these practices can result in very teacher-centered classrooms or very learner-centered classrooms. The rubric for the Danielson Framework provides us with an understanding of how these practices look on a continuum from teacher-centered to learner centered.
• #10: Physical Space is addressed in Component 2e of the Danielson Framework for Teaching. As we examine learner-centered learning environments, physical space is critical to the transformation of teaching and learning. The classroom should provide students with resources and an environment that enables them to construct their own meaning as they take responsibility for their learning. There are three indicators to consider when examining physical space: the arrangement of furniture, the physical resources and visuals that support learning, and the way the room is organized.
• #11: In a classroom students should move through phases of acquiring, developing, using, and producing or creating knowledge information, and skills. The outer portion of the Teaching and Learning Framework outlines what students need to be globally competitive. The P21 skills identify those necessary skills. ??? Possible activity-Go to P21.org and access the 9 page PDF that summarizes the P21 skills. At your table, review the P21 skills and identify the key words and ideas that connect the P21 skills to the curriculum. In your practice, where have you incorporated the P21 skills?
• #12: At your tables identify some of the characteristics of a teacher centered classroom, learner centered classroom and what action or actions need to be taken to shift to a learner centered environment
• #13: Answer by holding up a finger, call on one or two to answer the question Second question-write answers on large post it, teachers call out and I will write them down. If there are a lot, have the teachers identify 3 actions they can start to implement the 1st quarter. (As a group, or as a table)