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What a Learner-Centered Framework Can Add to Sustainable Lifelong Learning for All Learners

What a Learner-Centered Framework Can Add to Sustainable Lifelong Learning for All Learners. Barbara L. McCombs Senior Research Scientist and Director Human Motivation, Learning, and Development Center University of Denver Research Institute Email: bmmcombs@du.edu. Overview of Presentation.

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What a Learner-Centered Framework Can Add to Sustainable Lifelong Learning for All Learners

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  1. What a Learner-Centered Framework Can Add to Sustainable Lifelong Learning for All Learners Barbara L. McCombs Senior Research Scientist and Director Human Motivation, Learning, and Development Center University of Denver Research Institute Email: bmmcombs@du.edu

  2. Overview of Presentation • To describe my own journey in identifying global issues in learning and instruction • To describe the work of my research center in the US and the research base for practices that improve motivation and achievement across age levels both nationally and internationally • To describe what I’ve learned about practices that improve motivation and achievement in several international studies • To identify some of what I think are the most important global research issues • To invite creating the vision of learner-centered learning communities where students and teachers are partners in co-creating positive climates and cultures of learning

  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 what’s needed in new educational paradigms

  4. 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?

  5. My Research Center:Human Motivation, Learning, and Development (HMLD) • Purpose: The Center conducts “applications-driven” research, development, and evaluation in the areas of human motivation, learning, and development so that research-validated principles can be used to enhance human potential and performance. The Center draws on the multi-disciplinary expertise of University of Denver faculty and other recognized experts and organizations working in the same areas.

  6. FOCUS OF CENTER ACTIVITIES • Center activities are directed at teachers and learners of all ages, kindergarten through college and beyond. Learner- and person-centered models for addressing human motivation, learning, and development needs are applied to research, development, and evaluation activities within a living systems framework. Specific areas of focus in which the research-validated learner-centered principles and practices are applied include: • Professional Development • School Violence Prevention • Systemic Educational Reform • Personal and Organizational Systems Change

  7. TYPES OF CENTER PROJECTS • The Center conducts R&D projects with K-12 school systems, higher education teacher education programs, and evaluations of national educational program and system reform models. • The Center also collaborates with multi-disciplinary teams of professionals from a variety of universities, including international partners, and other non-profit organizations

  8. THE APA LEARNER-CENTERED PRINCIPLES AS THE RESEARCH BASE FOR UNDERSTANDING PRACTICES THAT ENHANCE 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

  9. 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.

  10. 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.

  11. 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

  12. 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

  13. 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

  14. 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

  15. INDIVIDUAL DIFFERENCES FACTORS • The same basic principles of learning apply to all individuals • Learners differ in learned and genetic “preferences” for how they learn • Individual’s 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

  16. Understanding Motivation and Learning • Learning as a natural process • Curiosity as a natural process • Motivation to learn as a natural process • What happens in schools? • Students can’t follow their natural interests – to inspire students they need to see relevance and meaning • Students can’t make choices and be autonomous – to engage students they need to have a say in what they learn and how they learn it

  17. 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

  18. 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

  19. 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

  20. Evidence Based Characteristics of Learner-Centered Teachers • acknowledge and attend to each student’s 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

  21. 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.

  22. 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

  23. 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

  24. 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

  25. RESULTS WITH ALCP SURVEYS: K-20 • Student perceptions of teacher practices significantly predict their motivation and achievement. • Teacher beliefs and perceptions of practice important in influencing student perceptions of practice, and indirectly, their motivation. • Establishing positive relationships and learning climate most important domain of practice. • Supporting student choice and control, honoring student voice, also important domain of practice for motivation and achievement.

  26. What Can Be Learned From Learner-Centered Self-Assessment Tools? • How I Can Improve Instruction and Student Achievement • How I Can Create a Learner-Centered Environment • Areas Where I am Strong or Weak When Creating Learner-Centered Classrooms • How to Relate to My Students Both Academically and Interpersonally • Areas Where I Can Accomplish My Greatest Professional Development and Growth • How I Can Use Self-Assessment as a Tool for System-Wide Reform and Change in Thinking

  27. GUIDED REFLECTION AND FEEDBACK PROCESS • Provides individual and confidential feedback on scores relative to the Learner-Centered Rubric • Allows reflection on areas of beliefs or practices that could shift in more learner-centered directions • Encourages faculty to take personal responsibility for ongoing learning and continuous improvement of practice

  28. 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)

  29. CHOICE RESPONSIBILITY RELEVANCE CHALLENGE CONTROL RESILIENCE CONNECTION COMPETENCE RESPECT COOPERATION RELATIONSHIPS INDEPENDENCE LEARNER-CENTERED CONCEPTS

  30. DOMAINS OF LEARNER-CENTERED CLASSROOM PRACTICES FOR GRADES K-3 Facilitates Thinking and Learning Skills Provides Motivational Support Creates Positive Relationships

  31. 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

  32. DOMAINS OF LEARNER-CENTEREDCLASSROOM PRACTICES:COLLEGE LEVEL Provides for Social Needs Encourages Personal Challenge/Responsibility Facilitates the Learning Process Adapts to Class Learning Needs Creates Positive Relationships

  33. 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

  34. 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, engagement, and retention • High levels of social and emotional skills • High levels of lifelong learning skills • Low levels of disruptive classroom behaviors

  35. What Defines Learner-Centered Classrooms and Schools? • “Learner-Centered” is in “the eye of the beholder” • Won’t 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

  36. 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

  37. Conceptual Framework: Domains of Living Systems TECHNICAL ORGANIZATIONAL PERSONAL

  38. ROLE OF DIALOGUE AND COLLABORTION • Dialogue as the tool of respectful and inclusive change • Collaboration as a way to reduce isolation and build community • Divergent views as impetus for learning, growth, and development

  39. 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.

  40. SUMMARY OF SOME CURRENT PROJECTS • Work continues with colleagues at the University of Bristol to provide an online system for implementation of the ALCP surveys (Charysma) and a consultancy model that can line to work there on lifelong learning. • Work began in late 2005 continues with San Antonio College to provide faculty development in the Learner-Centered Model and assessment tools. This is a long-term project to improve student learning and retention. • Work began in 2006 continues with Alverno College in Milwaukee, Wisconsin as part of a new Lumina grant to work with community colleges nationwide on the implementation of innovative practices that could improve student achievement and retention. • Work began in 2007 with Nicholls State University near New Orleans, Louisiana continues to provide faculty development in the Learner-Centered Model and assessment tools. This is another long term project to improve student learning and retention. • Discussions continue with the Colorado Department of Education regarding a contract to provide professional development and other services to CDE. This is the result of Dr. McCombs collaborating to form a new team of learning and educational systems experts to assist in bringing a 21st century learning model to state and national education agencies. • Work began in 2008 with the Michigan Schools of Choice project funded by the US Department of Education. Rural, Suburban, and Urban K-12 schools near Detroit are applying the Learner-Centered Model and ALCP surveys to produce sustainable change in practices for students at risk of academic success and future career and college experiences.

  41. Transformative Learning and Education Needs • CHARYSMA • The Challenge: to Raise Your Students’ Motivation and Achievement • Because it • IS • Centre for Innovation Sciences • Learning, Creativity, Collaboration (CIC) • ViTaL • Values in Teaching and Learning • TO • STUDENT SYSTEM & PUBLIC ENGAGEMENT • This requires 3 key processes: • Learner-driven Enquiry (LED) • Context-based Enquiry (CBE) • Public Engagement (CPE)

  42. INNOVATION SCIENCE[1] A MODEL FOR 21st Century EDUCATION COLLABORATION CREATIVITY • A process of • Constructive • and respectful dialogue • Deep inquiry to find shared meaning The LEARNING PROCESS THE INTELLECTUAL SUPPLY CHAIN (ISC): A K-20 Model of Alignment for Innovation [1] This is the intellectual property of the Innovation Science team comprised of Drs. Beyerlein, Bink, McCombs, and Nemiro (2006). This is not to be used without written permission from Dr. Barbara McCombs, University of Denver Research Institute, 2050 E. Iliff Avenue, Boettcher East-Room 224, Denver, CO 80208.

  43. What I’ve Learned • Research-validated principles apply to a number of cultures and 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

  44. What Does this Imply for a Global Research 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 school designs that prepare students to be innovators (creative lifelong learners and collaborators) • We need to work on new policy implications that have global perspectives

  45. SHIFTS IN CURRENT PRACTICE NEEDED • Move from punitive and fear-based approaches to caring and well-structured positive approaches • Focus on climate and culture of schools • Take time to build trust through relationships and learning communities • Build on student strengths and natural empathy • Trust in emergent solutions and outcomes • Balance focus on learning and accountability with focus on learners and learner needs • Balance focus on structure/guidance with focus on student voice/responsibility

  46. IMPLICATIONS FOR FURTHER INFLUENCING THEORY, PRACTICE, POLICY, AND RESEARCH • Learner-centered practices are based on a foundation of research-validated principles that lie at the core of education as a living system. • Education as a living system is dedicated to supporting the natural growth, learning, and positive development of all people in and connected with the system. • A paradigm shift is needed in the beliefs and practices of all people in the system to align the Personal Domain with the Technical and Organizational Domains of this learner-centered living system. • When the alignment occurs at the individual and group level of the system, change and learning occur naturally through relationships and interrelationships between and among people in the system. • As caring learning communities emerge, the culture changes and becomes committed to ongoing learning, change, and positive development in a dynamic, never-ending process.

  47. FURTHER IMPLICATIONS OF THE LCPs FOR THEORY, PRACTICE, POLICY, AND RESEARCH • Policies must emphasize change strategies focused on inclusive dialogue, respectful relationships, and tailored educational models that are owned vs. mandated. • Policies must balance concerns with (a) high standards, how they are assessed, and needs of diverse learners and (b) knowledge base on learners and learning. • Policies must value outcomes that go beyond academic achievement to include motivational, social, and emotional outcomes.

  48. CHALLENGES FORTHE GLOBAL COMMUNITY • Identifying KEY RESEARCH issues • Defining FUTURE symposia and panels on international research issues • Selecting issues relevant to THE GLOBAL COMMUNITYthat we can study through international partnerships • Identifying what GLOBAL CONFERENCES are needed • Studying what defines INTERNATIONAL RESEARCH • Defining PUBLICATIONS AND POTENTIAL TRAINING sessions • Designing WEBSITE for creating a GLOBAL NETWORK of researchers • Identifying GOOD MODELS of international research • Identifying the TECHNOLOGIES that can best support international collaboration

  49. Conclusions • We have many exciting challenges and opportunities • We have much to gain by collaboration • We can set the course for a transformed global educational system • We can inspire RESEARCHERS, EDUCATORS, AND STUDENTS at all levels to become involved

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