1.

7 PRINCILPES OF LEARNER- CENTERED TEACHING

(Read for you from Using the Internet for Active Teaching and
Learning by STEVEN C. MILLS, The University Center of Southern
Oklahoma)

PRINCIPLE 1: Teachers do learning tasks less. Teachers must stop always doing the
learning tasks of organizing content, generating examples, asking and answering
questions, summarizing discussion, solving problems, constructing diagrams, and
others.

PRINCIPLE 2: Teachers do less telling; students do more discovering. Teachers should

stop telling students everything they need to know and begin to permit students to find
out for themselves what they need to know.

PRINCIPLE 3: Teachers do more design work. With student-centered learning the

instructional design functions of the teacher are more important because learning
activities become the vehicles by which learning occurs.

PRINCIPLE 4: Teachers do more modeling. Teachers must assume the role of master
learner and demonstrate for students how expert learners approach learning tasks.

PRINCIPLE 5: Teachers do more to get students learning from and with each other.
Teachers often underestimate the potential of students working together collaboratively
and cooperatively on learning tasks.

PRINCIPLE 6: Teachers work to create climates for learning. With student-centered

learning teachers are much more involved in designing and implementing activities that
create conditions conducive to learning.

PRINCIPLE 7: Teachers do more with feedback. Evaluation and assessment are used
to maximize learning through the constructive delivery of feedback to students.

 Source: From Learner-Centered Teaching: Five Key Changes to Practice by M. Weimer,

2002, San Francisco: Jossey-Bass. Copyright 2002 by John Wiley & Sons.
2.
LEARNER CENTERED versus TEACHER CENTERED

Teacher-Centered Learner-Centered

Focus is on instructor Focus is on both students and instructor

Focus is on language forms and Focus is on language use in typical

structures (what the instructor knows situations (how students will use the
about the language) language)

Instructor models; students interact with

Instructor talks; students listen
instructor and one another

Students work in pairs, in groups, or

Students work alone alone depending on the purpose of the
activity

Students talk without constant instructor

Instructor monitors and corrects every monitoring; instructor provides
student utterance feedback/correction when questions
arise

Students answer each other’s questions,

Instructor answers students’ questions
using instructor as an information
about language
resource

Instructor chooses topics Students have some choice of topics

Students evaluate their own learning;

Instructor evaluates student learning
instructor also evaluates

Classroom is quiet Classroom is often noisy and busy

4.
PRINCIPLES OF GOOD TEACHING
1. Encourage contact between students and faculty

Principle 1: Encourage contact between students and faculty.

Building rapport with students is very important. The contact between students and
teachers are vital to the students' success. One of the main reasons students leave
school is the feeling of isolation that they experience. The concern shown will help
students get through difficult times and keep working. Faculty have many avenues to
follow to open up the lines of communication.

For the regular classroom:

 Invite students to visit outside of class.

 Know your students by name.
 Help students with problems in their extracurricular activities.
 Personalize feedback on student assignments.
 Attend student events.
 Advise students regarding academic courses and career opportunities.
 Seek out students you feel are having a problem with the course or are
frequently absent.
 Encourage students to present their views and participate in class discussions.
 Have regular office hours.
 Help students to work with other faculty. Let them know of options, research, etc.
of other faculty.
 Share personal experiences and values.
 Use the one-minute paper at the end of class to get feedback on what the
student is learning and how well they are learning it.
 Talk to students on a personal level and learn about their educational and career
goals.

For distance and online courses:

 Try computer conferencing.

 Use list serves.
 Clearly communicate your email response policy.
 Encourage e-mail correspondence and discussion forum use, especially
beneficial for those that are shy or are from different cultures because it allows
them a different avenue of communication that might be more comfortable.
  "Chat time" online with faculty (at various times, scheduled weekly).
 Use pictures of faculty/students.
 Visit the distance sites, if possible.
 Have an on-site support person.
 Maintain eye contact with camera and local students.
 Arrange for group work at a distance site.

Principle in action:

 A York College (PA) professor has incorporated an invitation in the syllabus to

encourage contact during office hours: "You are encouraged to stop in during
office hours to talk about any problems or suggestions you may have concerning
the course; about careers (especially graduate school or the benefits of majoring
or minoring in (Insert your course here); or just about things in general. If you
want to talk to me and find the schedule hours to be inconvenient, feel free to
schedule an appointment."
 Many instructors find that the students are more willing to participate in a written
discussion than to speak up in class. The instructor monitors the discussions and
participates along with the students, adding personal perspectives and ideas to
those of the students.
 Technology, like e-mail, computer conferencing, and the World Wide
Web/Internet, now gives more opportunities for students and faculty to converse.
It is efficient, convenient, and protected. It allows more privacy so that students
are able to discuss more openly without fear that other students are going to
hear. E-mail also gives student more time to think about what they want to say.

2. Develop reciprocity and cooperation among students

Principle 2: Develop reciprocity and cooperation among students.

When students are encouraged to work as a team, more learning takes place.
Characteristics of good learning are collaborative and social, not competitive and
isolated. Working together improves thinking and understanding.

For the regular classroom:

 Use cooperative learning groups

 Have students participate in activities that encourage them to get to know one
another.
 Encourage students to join at least one organization on campus.
 Assign group projects and presentations
 Utilize peer tutoring.
 Encourage students to participate in groups when preparing for exams and
working on assignments.
  Distribute performance criteria to students is that each person's grade is
independent of those achieved by others.
 Encourage students from different races and cultures to share their viewpoints on
topics shared in class.

For distance and online courses:

 Use chat sites and discussion forums for student-to-student communication.

 Set up teams to interact through e-mail or phone bridges with enough people at
each site.
 Encourage students to respond to their peers' work by posting it on the internet.
 Have a question and answer time online.
 Use teleconferencing for idea sharing.
 Encourage online discussion groups that require interaction.
 Work on group projects through phone and e-mail.
 Team-teach courses.
 Include an "ice-breaker" activity to allow students to share their interest and to
learn about others.

Principle in action:

 Students in communication courses at Miami University develop a group "code of

conduct" to help facilitate cooperative learning. A sample code is given out as a
model. The sample code includes: respect each other, criticize ideas instead of
people, listen actively, seek to understand before being understood, contribute to
group discussion, keep an open mind, share responsibility, and attend all
meetings. Students are encouraged to customize the code to address other
shared concerns the group may have. Students refer to the code after each class
or group session to assess their performance and identify areas for improvement.
 At Naugatuck Valley Community-Technical College, students are tested both
individually and collaboratively. Students are given a test date but are not told in
which fashion they will be tested. Group tests are highly structured and a
unanimous decision must be reached for the answer. The collaborative testing
method helps students experience a sensitivity for diversity and others' point of
view; develop and refine skills in persuasion, listening, and reading; and share
responsibility and accountability. This method also reduces test anxiety among
students.

Cooperative learning has several benefits. Students care more about their learning
because of the interdependent nature of the process. Retention is higher because there
is a social and intellectual aspect on the content material. Students also find the method
more enjoyable because there is no competition placed upon them. Cooperation, not
competition, is more effective in promoting student learning.

3. Encourage active learning

Principle 3: Encourage active learning.

Learning is an active process. Students are not able to learn much by only sitting in
classes listening to teachers, memorizing pre-packaged assignments, and churning out
answers. They must be able to talk about what they are learning, write about it, relate it
to past experiences, and apply it to their daily lives. Students need to make learning a
part of themselves.

For the regular classroom:

 Ask students to relate what they are learning to something in real life.
 Use journaling.
 Give students concrete, real-life situations to analyze.
 Encourage students to suggest new reading, projects, or course activities.
 Ask students to present their work to the class.
 Use of simulation software to run "what-if" scenarios allows students to
manipulate variables and circumstances.
 Practice role modeling and use web-based case studies to practice new thinking
skills.
 Encourage students to challenge your ideas, the ideas of other students, or those
ideas presented in readings or other course materials in a respectful matter.
 Set up problem solving activities in small groups and have each group discuss
their solutions with the class.

For distance and online courses:

 Allow flexibility in choosing material so that it is more meaningful to the learner

(e.g. students choose their own topic, project format, etc.).
 Have an interactive web page.
 Debate on-line.
 Present students work for other students to review.
 Talk about what students are learning by creating a learning group through e-
mail, telephone, chat room, or conferencing.
 Use e-mail for group problem solving.

Principle in action:

 At Iowa State University, history students interview prominent historical

individuals during a press conference. After the press conferences, students
work in groups identifying the main ideas and creating headlines and news
articles that highlight those ideas.
 Structured journal writing is a major part of several classes at Lesley College.
Each journal entry has two parts: the first paragraph emphasizes points for recall
and retention; the second part emphasizes application of the content to the
student's life experience and observation.
  An education professor at the University of Wisconsin-LaCrosse has created a
hypothetical school system, complete with administration, teachers, pupils, and
families. The goal is to help the students learn the legal aspects of special
education. During the semester, the students take on all roles as they participate
in legal cases involving students with disabilities. Students gain an understanding
of the law as it applies to special education and students with disabilities, and
they develop a human understanding of the human side of the cases.

Promoting active learning in higher education is a struggle because of the learning

background that many students come to classes with. This is due to the fact that the
norm in our nation's secondary schools has been to promote passive learning. A large
amount of information needs to be covered with not enough time, so teachers resort to
lecture in order to economize their time to cover as much material as possible. Students
progress from topic to topic with no real understanding of the content and how it relates
to their life. Effective learning is active learning. The concept of active learning has been
applied to curriculum design, internship programs, community service, laboratory
science instruction, musical and speech performance, seminar classes, undergraduate
research, peer teaching, and computer-assisted learning. The common thread between
all these events is to stimulate students to think about how they as well as what they are
learning and to take more responsibility for their own education.

4. Give prompt feedback

Principle 4: Give prompt feedback.

By knowing what you know and do not know gives a focus to learning. In order for
students to benefit from courses, they need appropriate feedback on their performance.
When starting out, students need help in evaluating their current knowledge and
capabilities. Within the classroom, students need frequent opportunities to perform and
receive suggestions for improvement. Throughout their time in college and especially at
the end of their college career, students need chances to reflect on what they have
learned, what they still need to know, and how to assess themselves.

For the regular classroom:

 Follow-up presentations with a five minute period for students to write down what
they have learned in class.
 Provide informative comments that show the students' errors and give
suggestions on how they can improve.
 Discuss the results of class assignments and exams with the class and individual
students.
 Vary assessment techniques (tests, papers, journaling, quizzes).
 Offer on-line testing, software simulations, and web-based programs that provide
instantaneous feedback.
 Have question and answer sessions.
  Use audio and/or video recordings to assess performances.
 Return grades for assignments, projects, and tests within one week.

For distance and online courses:

 E-mail gives instant feedback instead of waiting for the next lesson.
 Use on-line testing, software simulations, and web-based programs that provide
instantaneous feedback.
 Monitor bulletin boards regularly and give specific information feedback to
students.
 Use pre-class and post-class assessments.
 Schedule a chat group where you, the instructor are present. Use it as a question
and answer session when appropriate.
 Send acknowledgment e-mails when you receive a students work.
 Post answer keys after receiving assignment from all students.
 Use of hyperlinks within text to provide feedback to questions raised within the
text.

Principle in action:

 At the University of Scranton, a management professor, used computer scored

multiple choice tests and quizzes which allowed the professor to have the tests
graded during the break that followed the test or quiz. The students immediately
received their results and were able to discuss the exam in detail. Students were
able to understand the material better through the class discussion that occurred
after the test.

It is a simple yet powerful tool to aid in the learning process. Feedback is any means
to inform a learner of their accomplishments and areas needing improvement. There
are several different forms that feedback can take. They are oral, written, computer
displayed, and from any of the interactions that occur in group learning. What is
important is that the learner is informed and can associate the feedback with a
specific response.

5. Emphasize time on task

Principle 5: Emphasize time on task.

Learning needs time and energy. Efficient time-management skills are critical for
students. By allowing realistic amounts of time, effective learning for students and
effective teaching for faculty are able to occur. The way the institution defines time
expectations for students, faculty, administrators, and other staff, can create the basis
for high performance from everyone.

For the regular classroom:

 Expect students to complete their assignments promptly.

 Clearly communicate to your students the minimum amount of time they should
spend preparing for class and working on assignments.
 Help students set challenging goals for their own learning.
 Have realistic expectations (don't expect 10 papers in 10 weeks).
 Encourage students to prepare in advance for oral presentations.
 Explain to your students the consequences of non-attendance.
 Meet with students who fall behind to discuss their study habits, schedules, and
other commitments.
 Be careful that time on task is real learning, not busy work.
 Do not use technology for technology's sake. It must be relevant and useful to
the topic.
 Have progressive deadlines for projects and assignments.
 Teach time management.
 Discussion topics from class posted in a discussion group on the web .

For distance and online courses:

 Understand that there will be problems with the distance and technology along
the way.
 Identify key concepts and how those will be taught. Given the amount of time,
decide what realistically can be covered.
 Each distance class should involve some kind of achievement expectation that is
laid out at the beginning of the course. Assign some content for out of class time.
 Give up the illusion of doing it all as you might in a regular classroom.
 Vary the types of interaction. In creating an interactive environment, it can be
overwhelming to the students and teacher if the types of interaction required are
too time consuming.
 Consider both in and out of class time.
 Make sure you know what your goals are and that the learners understand them
as well.
 Have regular discussions that require participation.

An easy assumption to make would be that students would be more successful if

they spent more time studying. It makes sense but it over simplifies the principle of
time on task. Student achievement is not simply a matter of the amount of time spent
working on a task. Even though learning and development require time, it is an error
to disregard how much time is available and how well the time is spent. Time on task
is more complicated than one might assume.
 6. Communicate high expectations

Principle 6: Communicate high expectations.

Expect more and you will get it. The poorly prepared, those unwilling to exert
themselves, and the bright and motivated all need high expectations. Expecting
students to perform well becomes a self-fulfilling prophecy when teachers and
institutions hold high standards and make extra efforts.

For the regular classroom:

 Give a detailed syllabus with assignments, due dates, and a grading rubric.
 Encourage students to excel at the work they do.
 Give students positive reinforcement for doing outstanding work.
 Encourage students to work hard in class.
 Tell students that everyone works at different levels and they should strive to put
forth their best effort, regardless of what level it is.
 Help students set challenging goals for their own learning.
 Publicly acknowledge excellent student performance.
 Revise courses when needed so students remain challenged.
 Work individually with students who are struggling to encourage them to stay
motivated.
 Encourage students to do their best instead of focusing on grades.

For distance and online courses:

 Give a detailed syllabus with assignments, due dates, and a grading rubric.
 Call attention to excellent work in bulletin board postings or class list serves.
 Show examples of your expectations with previous students' work.
 Publish student work.
 Provide corrective feedback. State what you did and did not like.
 Be a role model to students. Model the behavior and expectations that you
expect from students.
 Expect students to participate.
 Try to make assignments interesting and relevant to create interest.
 Ask students to comment on what they are doing.
 Suggest extra resources that support key points.

Although it is often only discussed at the instructional level, high expectations also
includes the students' performance and behavior inside and outside the classroom.
College and universities expect students to meet their high expectations for
performance in the classroom, but also expect a personal and professional
commitment to values and ethics. They include the discipline to set goals and stick
with them, an awareness and appreciation of the diversity of society, and a
philosophy of service to others.
 7. Respect diverse talents and ways of learning

Principle 7: Respect diverse talents and ways of learning.

There are many different ways to learn and no two people learn the same way.
Students bring different talents and learning styles to the classroom. Students that excel
in the seminar room may be all thumbs in the lab or art studio and vice versa. Students
need the opportunity to show their talents and learn in ways that work for them. Then,
they can be guided into new ways of learning that are not as easy for them.

For the regular classroom:

 Use Web technologies to allow students to pick and choose learning experiences
that fits the way they learn.
 Encourage students to speak up when they do not understand.
 Use diverse teaching activities and techniques to address a broad range of
students.
 Select readings and design activities related to the background of students.
 Provide extra material or activities for students who lack essential background
knowledge or skills.
 Integrate new knowledge about women, minorities, and other under-represented
populations into your courses.
 Use learning contracts and other activities to provide students with learning
alternatives for your courses.
 Encourage students from different races and cultures to share their viewpoints on
topic discussed in class.
 Use collaborative teaching and learning techniques and pair students so they
compliment each others abilities.
 Give students a problem to solve that has multiple solutions. Guide them with
clues and examples.
 Consider field trips.
 Be familiar with Howard Gardner's research on multiple intelligences.

For distance and online courses:

 Encourage students to express diverse points of view in discussions.

 Create learning activities filled with real-life examples and diverse perspectives.
 Provide Saturday lab experiences by contracting with local high schools or
community colleges.
 Some CD-Roms are available that offer a simulated lab.
 Balance classroom activities for all styles (some books, some hands on, some
visual).
 Explain theory from a practical approach first then add the structural approach.
The meaning of diversity is very clear from effective institutions. They embrace
diversity and systematically foster it. This respect for diversity should play a central
part in university decisions, be apparent in the services and resources available to
students and resources available to students, be a feature of every academic
program, and practiced in every classroom.

9.

Key Elements of Differentiated Instruction

Differentiated instruction is based on modification of four elements: content, process,
product, and affect/learning environment. This modification is guided by the
teacher‟s understanding of student needs—the students‟ readiness, interests, and
learning profile.

What can teachers Differentiate?

Content

Content means the knowledge, understanding, and skills (KUD) that students need
to learn (Tomlinson & Imbeau, 2010). It‟s important to remember that these learning
goals should nearly always remain the same for all students in the differentiated
classroom. What teachers can differentiate in terms of content is the “methods that
students use to access key content”.

For example, students can acquire new information and ideas through reading
independently or with a partner, reading a novel or listening to it on tape, doing
online research or communicating with experts, participating in group
demonstrations, or engaging in small-group instruction. Or the teacher can present
content in several ways in the classroom—for example, by showing students images
of concrete objects illustrating math concepts as a first step in teaching these
abstract concepts.

To address individual student needs, teachers also provide appropriate scaffolding

when working with content—by teaching prerequisite content to some students,
allowing advanced students to move ahead of the class, or even changing the
content for some students based on their individualized education programs.