Learner-Centered Classroom Practices and Assessments
Purchase
Description
"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.
Contents
Preface
Preface
Acknowledgments
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 A: Teacher Strategy Ideas
Resource B: Contacts: Learner-Centered Projects and Schools
Resource B: Contacts: Learner-Centered Projects and Schools
Resource C: Books and Journals Worth a Read
Resource C: Books and Journals Worth a Read
Resource D:Learner-Centered Glossary: Some Definitions
Resource D:Learner-Centered Glossary: Some Definitions
References
References
Index
Index
Description
"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.
Contents
Preface
Preface
Acknowledgments
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 A: Teacher Strategy Ideas
Resource B: Contacts: Learner-Centered Projects and Schools
Resource B: Contacts: Learner-Centered Projects and Schools
Resource C: Books and Journals Worth a Read
Resource C: Books and Journals Worth a Read
Resource D:Learner-Centered Glossary: Some Definitions
Resource D:Learner-Centered Glossary: Some Definitions
References
References
Index
Index
Reviews
Learner-Centered Classroom Practices and Assessments
Maximizing Student Motivation, Learning, and Achievement
November 2006 | 200 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 27/02/2023 | 9781412926911 | $39.95 |
| Hardcover | 27/02/2023 | 9781412926904 | $87.95 |
"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.
Table Of Contents:
- 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