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Learner-Centered Classroom Practices and Assessments
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Learner-Centered Classroom Practices and Assessments
Maximizing Student Motivation, Learning, and Achievement



November 2006 | 200 pages | Corwin

"I loved the connections that were made between the suggested practices to improve teaching and real-life uses of those practices!"
—Brigitte Tennis, Head Teacher, Stella Schola Middle School, Redmond, WA

"One of the most well–written books on educational theory. Goes to the heart of teaching—the students."
—Betty Brandenburg Yundt, Fifth–Grade Teacher, Walker Intermediate School, Fort Knox, KY

"Offers practical suggestions for how to create a learner–centered environment."
—Judi Elman, English Teacher, Highland Park High School, IL

Create a learner–centered environment that promotes individual student achievement!

Using core principles of educational psychology, this research–based resource provides instructional strategies and assessment tools that emphasize learning partnerships between teachers and students as they rally support from parents, community, administrators, school staff, and other teachers. The sound psychological foundation of the learner–centered model supports student growth, development, and achievement by focusing on such key factors as cognition, metacognition, motivation, affect, and individual differences. This teacher–friendly guide also features:

  • Interactive training exercises
  • Self–assessments and reflection tools
  • Real–life success stories and models
  • Extensive reproducibles and illustrations
  • A comprehensive glossary and research resources

Appropriate for preservice and inservice use, Learner–Centered Classroom Practices and Assessments provides teachers with essential and practical tools for maximizing learning collaborations among teachers, students, and parents.

 
Preface
 
Acknowledgments
 
About the Authors
 
1. What We Know About Learning
How Do You Learn Best?  
What Does the Evidence Show About Supporting Natural Learning?  
Teachers and Students as Co-Learners: An Invitation  
What’s Next?  
 
2. What Is Learner Centered From an Evidence-Based Perspective?
What Does “Learner Centered” Mean?  
Seeing the Big Picture: Education as a Complex Living System  
Domains of Schools as Living Systems  
The Learner-Centered Model  
What Are the Learner-Centered Principles?  
Factors Affecting Learners and Learning  
What’s Next?  
 
3. What Teachers and Students Tell Us About Learner-Centered Practices
What Teachers Have Recognized About the LCPs  
Translating the LCPs Into Practice  
The LCPs, Testing, and Accountability  
What Do the LCPs Mean for Teaching and Learning?  
What the Evidence Shows: Characteristics of Effective Teachers  
What Students Say  
Strategies for Honoring Student Voice  
Forming a Student Union  
Involving Students in Action Research Projects  
Students as Meaningful Partners: International Evidence  
Reflection  
What’s Next?  
 
4. The Learner-Centered Principles: One By One
Domain 1: Cognitive and Metacognitive Factors  
LCP 1: Nature of the Learning Process  
LCP 2: Goals of the Learning Process  
LCP 3: Construction of Knowledge  
LCP 4: Strategic Thinking  
LCP 5: Thinking About Thinking  
LCP 6: Context of Learning  
Domain 2: Motivational and Affective Factors  
LCP 7: Motivational and Emotional Influences on Learning  
LCP 8: Intrinsic Motivation to Learn  
LCP 9: Effects of Motivation on Effort  
Domain 3: Developmental and Social Factors  
LCP 10: Developmental Influence on Learning  
LCP 11: Social Influences on Learning  
Domain 4: Individual Differences Factors  
LCP 12: Individual Differences in Learning  
LCP 13: Learning and Diversity  
LCP 14: Standards and Assessment  
Finding Examples of LCPs in Your Own Practices  
What’s Next?  
 
5. Learner-Centered Practices
Turning Principles Into Practices  
Glasser’s Six Conditions for Quality Schoolwork  
Classroom Climate  
Relevance of Learner-Centered Practices in the Context of Standards and Assessment  
The Achievement Gap Issue  
What Students Say About the Achievement Gap  
Reflection  
What’s Next?  
 
6. Effective Learner-Centered Practices
Effective Learner-Centered Practices for Students in K–3  
Effective Learner-Centered Practices for Students in Grades 4–12  
What Happened to “Classroom Management”?  
Strategies for Creating Learner-Centered, Resilient Classrooms  
Insights and Reflections: What Needs to Change in My Classroom?  
What's Next?  
 
7. What Tools Do I Need to Become Learner Centered?
Who’s in Charge of My Learning?  
Who’s in Charge of Students’ Learning?  
Implications for Practice  
Implications for Policy  
The Learner-Centered Surveys  
Characteristics of Learner-Centered Tools  
The Assessment of Learner-Centered Practices (ALCP):Tools for Creating Learner-Centered Classrooms and Departments  
Research-Validated Definition of “Learner Centered”  
ALCP Feedback Process for Teachers  
Understanding Sample ALCP Feedback: Table of Teacher Variables Compared to the Learner-Centered Rubric for One Teacher  
Becoming a Magnet for Change in My School and District  
Reassessing My Beliefs  
What Is My Vision for Schools?  
My Plan for a Learner-Centered Classroom  
How Can I Manage Resistance to Change?  
Obtaining the Necessary Support for Learner-Centered Schools  
Where Do I Go From Here?  
 
Resource A: Teacher Strategy Ideas
 
Resource B: Contacts: Learner-Centered Projects and Schools
 
Resource C: Books and Journals Worth a Read
 
Resource D:Learner-Centered Glossary: Some Definitions
 
References
 
Index

"This book offers practical suggestions for how to create a learner-centered environment, which I believe teachers want to do—they just need to know how!"

Judi Elman, English Teacher
Highland Park High School, IL

"I loved the connections that were made between the suggested practices to improve teaching and real life uses of those practices!"

Brigitte Tennis, Head Teacher
Stella Schola Middle School, Redmond, WA

"This is one of the most well-written books on educational theory that I have read, because it goes to the heart of teaching—the students."

Betty Brandenburg Yundt, Fifth Grade Teacher
Walker Intermediate School, Fort Knox, KY

"Well-organized, it practices what it preaches. The authors used varied techniques to build the readers' understanding of learner-centered concepts, techniques, and advocacy. The evidence for learner-based principles and techniques provides credibility to the concepts."

Ellen Carlton Herbert, Teacher
Longview High School, TX

Sample Materials & Chapters

Preface

Chapter 1


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ISBN: 9781412926911
ISBN: 9781412926904