learner-centered instruction - iman...

Learner-Centered Instruction

© 2010 NCPDC – Permission to reprint


An Independent Study Course for

Adult Education and Family Literacy Teachers

© NCPDC March 2010

Kat Bradley-Bennett Connie Davis, and Kathy Santopietro Weddel

Northern Colorado Professional Development Center http://ae.stvrain.k12.co.us/ncpdc.html

[email protected] 720-652-8155

Objectives

Define learner-centered instruction for adults Identify the elements of learner-centered instruction and how it aligns with

adult learning theory

Identify key differences between learner-centered and non-learner-centered instruction

Plan, implement, and follow up on learner-centered lessons Use a learner-centered checklist for future lesson planning.

When you have completed this course, you will receive 10 Professional Development hours.

http://ae.stvrain.k12.co.us/ncpdc.html


mailto:[email protected]



The Purpose of the Independent Study Course Series

The Independent Study Courses (ISCs) created by the NCPDC are part of the

professional development system for Colorado’s adult education and family literacy programs.

The ISCs can be used in a variety of ways. Teachers can use the ISC as independent study for

professional development. Programs can choose to use an ISC in a face-to-face training, such as

a workshop delivered by a teacher trainer; or collaboration with colleagues, such as a study

circle. The ISC corresponds to the following strands of the Guide to Professional Development

Reporting: Workshops, Trainings & Conferences, Director-Approved PD Activity, and

Collaboration with Colleagues. PD hours from this ISC can be used for annual AEFLA reporting

to the program director. Self-study PD hours do not qualify for use in the LIA portfolio, nor can

they be used for LIA renewal. This Independent Study Course merits 10 PD hours.

Who Is This Course For? This Independent Study Course is for Colorado’s adult ABE, ASE, and ESL practitioners, including novice and experienced teachers, both in classroom/group settings and in one-on-one lab settings. Volunteer tutors may also find the contents valuable.

How to Begin This course describes the Language Experience Approach (LEA) for adult ABE, ASE,

and ESL students. The course is free. Complete the registration form to help us track interest

and participation.

You might want to bookmark the web link http://ae.stvrain.k12.co.us/ncpdc.html to

access the course online or to print a hard copy.

Contents

Basic instructions and how to navigate the course What do you already know about LCI? Adult learning theory (Andragogy) Definitions, descriptions, and benefits of LCI Aligning LCI with adult learning theory Elements of LCI and ways to implement it in your instruction Application Activities Evaluation Form Appendix Glossary Bibliography and Resources

Standard of Quality This independent study course aligns with Standard #9 (Instruction) of the Standards

of Quality for Adult Education Programs in Colorado.

http://www.cde.state.co.us/cdeadult/download/PD/Policy/GuideToPDReporting0110.pdf

http://www.cde.state.co.us/cdeadult/download/PD/Policy/GuideToPDReporting0110.pdf

https://docs.google.com/spreadsheet/viewform?formkey=dDFUVFhyZmRHeDdzSEQ1cjF2dWkxY2c6MA


http://www.cde.state.co.us/cdeadult/download/SOQ/SOQJuly2011.pdf

http://www.cde.state.co.us/cdeadult/download/SOQ/SOQJuly2011.pdf



How to Use the Hyperlinks in this Document This course can be viewed and navigated using Adobe Reader. Adobe

You will encounter numerous hyperlinks in this course that will direct you to web sites or to specific sections and references within the document. Hyperlinks appear in blue italics. To navigate the link, put the cursor over the hyperlink and click once. To return to the previous view select ALT + Left Arrow. Try it now. Click on this link: Bibliography. Remember, to return to this spot find the back arrow on the toolbar (Word) or ALT+Left Arrow (Adobe). It should return you here and the hyperlink will now appear in underlined purple non-italics. If it did, great! You’re ready to begin the course. And, if you encounter problems or links that don’t work, please let us know!. It should return you here. If it did, great! You’re ready to begin the course.

Evaluation Page The purpose of the Evaluation Form at the end of the course is to provide AEFLA Program Directors an instrument to discuss the effectiveness of the course and verify staff participation in the PD activity. Directors should record the teacher’s PD hours in the Annual Professional Development Activity Record.

Let Us Know What You Think! When you have completed the course, please help us improve future

independent study courses by filling out a brief survey.

https://docs.google.com/spreadsheet/viewform?formkey=dGJtY3l0UXlyS3FLaFEwMXB1RlRIS0E6MA



Learner-Centered Instruction: What do you already know about it?

Before you begin the study course, take a few moments to answer the following questions, to determine what you already know about the topic:

1. How would you define learner-centered instruction? What does it mean to you? What do you want to know about it?

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2. Are you incorporating learner-centered instruction in your teaching setting now? If so, how

are you implementing it? What are you doing?

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Adult Learning Theory

Before we explore what learner-centered instruction is, let’s take a few moments to look at how adults learn best. Malcolm Knowles, the “father” of adult learning theory, put forth a model of adult learning, a framework for adult education that respects their diversity of life experiences and goals called Andragogy. Andragogy is the teaching of adults, as opposed to Pedagogy, the teaching of children. It is based on the belief that adults learn and change in vastly different ways than children do. Knowles recognized that teaching adults within a pedagogical model was counter-productive and demeaning. Knowles presented six characteristics of adult learners:

1) Need to know Adults need to know the why of learning before they undertake the what of learning. The material being taught needs to be relevant and make sense before much learning will happen.

2) Learner’s self-concept Adults take responsibility for themselves and others. Adults have a concept of being in control of their decisions and their lives. They bring that self-concept to the classroom and feel insulted when they believe someone else is imposing their values and will upon them.

3) Role of learners’ experiences Adult students bring a vast trainload of life experiences to the classroom. Along with those experiences comes a variety of skills, including coping and survival skills that can guide adults’ behavior and performance in class. Adults may bring past negative school experiences with them and pre-conceived notions as to what their role and what the teacher’s role should be.

4) Readiness to learn Knowles says, “Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real-life situations.” (Knowles, p. 67) The progression from one level to another must align with the students own self-image and standards.

5) Orientation to learning Whereas children’s education is subject-centered, adults are life-centered in their approach to education and learning. What is presented in a lesson must be real and relevant to the students’ lives.

6) Motivation Adult students are motivated from within. They view education and learning as something that will help to improve their lives in some manner.

Reflections

Do the six characteristics listed above describe your students?

How can you as a teacher take those characteristics into account during the planning and delivery of a lesson?

Is there anything you would change about how you’re teaching now that would align your teaching more to address the characteristics of adult learners?



What Learner-Centered Instruction Is, and What It Isn’t

Imagine a classroom full of adult students and imagine the teacher. Where is she? What is she doing? What are the students doing? Close your eyes and create an image for yourself, then ask, “Are the students the focus of the lesson?” Learner-centered instruction (LCI) came out of the constructivist theory of education, developed by T. M. Duffy and D. H. Jonassen in the early 1990s. Simply put, learner-centered instruction requires students taking a more active role in the learning process. It’s based on the premise that “learners will better understand, acquire, and retain knowledge when they are given opportunities to manipulate and build on their own experiences.” (Snow and Kamhi-Stein, p. 151) It “puts the learners’ backgrounds, expectations, strengths, wants, and needs at the center of curricular choices and classroom practices.” (Parrish, p. 305) In the learner-centered (or student-centered) classroom the teacher’s role shifts from the authority figure to that of learning facilitator. LCI is described with the following phrases:

Involves communication

Considers the students’ backgrounds and experiences

Is meaningful and relevant to the students’ lives and goals

Is based on real-life tasks

Maximizes student-to-student interaction

Integrates a variety of skills

Integrates a variety of learning styles (modalities) At first glance, many teachers are uncomfortable with the idea of students taking a more active role in the learning process. After all, isn’t it our job to teach our students, to impart upon them the knowledge we have? Surely, we the teachers and curriculum writers know best what the students need to learn. Well, not exactly – it is not our job to make them learn; but we can show them how to become self-sufficient, confident, and eager learners. Table 1 provides a quick comparison between two types of instruction. Table 1

Non-Learner-Centered Learner-Centered

The teacher is active, students are passive. The teacher transmits knowledge and students receive it.

Students participate actively. The teacher facilitates and monitors the learning process.

The teacher talks; the students listen. Teaching is a process of transmission. (National Capital Language Resource Center)

The teacher models; students practice on their own. Learning is a process of discovery. (ibid)

The teacher monitors and corrects student errors. The students develop self-correction skills. The teacher monitors from “a distance.”

The teacher is the focus in the classroom and it is his/her job to teach the students.

The students and teacher share responsibility for learning.

The teacher decides what the students need to be taught.

The students’ backgrounds, needs and goals are taken into consideration.

Students read a textbook and write in a notebook. Students engage in a variety of formats (written, aural, oral, visual, kinesthetic)



Notice that at no point is it said that the students control the classroom. This is a common misconception regarding LCI. As teachers, it certainly remains our job to be the guiding force in the classroom, but facilitating, rather than dictating should be the goal. Consider replacing the concept of

control with the concept of order and structure. Once you start handing over more of the responsibility to the students, you’ll see a change in their confidence and in their abilities to learn on their own. It’s a harsh reality – we love our students, but our goal should be to help them get to a level of competence and achievement where they don’t need us anymore. Of course the teacher and/or school select curricula for classes and in doing so, they must consider the focus of a selected text. Is it information for the sake of information, grammar for the sake of grammar, writing for the sake of writing, math functions for the sake of computing math? Or is it material that is relevant to the student with real-world application? How is the material presented? Is it in a lock-step format from which the teacher dare not stray, or can the material be adjusted, amended, or supplemented in order to make it more real and relevant? Is the selection of material at all driven by the students’ actual needs and goals? Teachers might argue, “Won’t my classroom get noisy?” Well, yes, it can, and what wonderful cacophony when students are so engaged in conversation practice or discussion on your topic that you have to flick the lights or ring a bell to let them know it’s time to move on!

What about error correction? Another misconception is that learner-centered instruction hampers the teacher’s ability to monitor and correct errors. It really is possible to monitor students’ practice without hovering, without correcting every single error, and without distracting students from their task. A key element to a classroom conducive to learning is that students feel safe. This includes their physical safety and the safety to practice an English conversation or complete a math

worksheet and make errors without embarrassment. It doesn’t mean not addressing errors, but it does mean providing the safety and guidance for the student to discover and develop self-correction techniques.

What about planning time? Another concern is that learner-centered instruction requires more planning time. As with any new paradigm, there may be a learning curve; and as with most behavior change, the most difficult part is taking the first step. Ask, “Is this lesson all about the students?” Is it possible for it to be all about you and your students in a learning dance together, sharing the work and sharing the celebrations of success?

It’s important to understand that learner-centered instruction is appropriate for learners of all ages, at all stages of development, and in all curricula. Many K-12 students in the United States are used to this type of learning environment; but students who were educated in another country possibly experienced a very teacher-centered education. These students may be uncomfortable taking an active role in their learning. Over time, however, as they progress and experience success, they’ll eagerly take more and more responsibility for their education. To recap, learner-centered instruction is not students choosing the textbook and running the lessons. It doesn’t result in an out of control, chaotic classroom. It is a paradigm shift from the teacher being the focus of the lesson to the students and material being the focus. Students are more



actively engaged in their own learning and take more responsibility for their success and their progress. While most ESL and ABE/ASE instruction takes place in classrooms, some Colorado programs offer one-on-one or small group delivery of services. LCI isn’t solely relevant for group settings, but applies to one-on-one tutoring as well. The following comparison chart of ESL students in Table 2, created by The National Capital Language Resource Center in Washington, DC (NCLRC) illustrates the difference between teacher-centered and learner-centered instruction.

Teacher vs. Learner-Centered Instruction

Table 2

Teacher-Centered Learner-Centered

Focus is on instructor Focus is on both students and instructor

Focus is on language forms and structures (what the instructor knows about the language)

Focus is on language use in typical situations (how students will use the language)

Instructor talks; students listen (or take a nap)

Instructor models; students interact with instructor and one another

Students work alone Students work in pairs, in groups, or alone depending on the purpose of the activity

Instructor monitors and corrects every student utterance

Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise

Instructor answers students’ questions about language

Students answer each other’s questions, using instructor as an information resource

Instructor chooses topics Students have some choice of topics

Instructor evaluates student learning Students evaluate their own learning; instructor also evaluates

Classroom is quiet Classroom is often noisy and busy

http://www.nclrc.org/essentials/goalsmethods/learncentpop.html



To the second entry in the left column, we might chuckle at the NCLRC parenthetical comment, but a sleeping student, a student sending a text message, a student creating an intricate doodle in the notebook, or whispered conversations at the back of the room in first language are warning signs that the lesson may be too teacher-oriented and the learners’ needs are not being met. How do you know what their needs are? An effective method of determining what your students want to learn, and what they feel they need to learn is to conduct a needs assessment. A needs assessment can be elaborate or very simple, but it should always be appropriate to the level of the student. Examples of needs assessments for ESL and for ABE/ASE students can be found in Appendix A.

Reflections

Revisit the chart on Page 6 and the chart above. How are you teaching now? In what ways is your instruction learner-centered?

Revisit the characteristics of the adult student on Page 5, as put forth by Malcolm Knowles. Do the activities in the right-hand column of the NCLRC table above align with Knowles’s profile of an adult student?



Aligning Learner-Centered Instruction with Adult Learning Theory

Hopefully, a picture of the adult learner as a willing and active participant in your classroom is beginning to emerge. Incorporating more learner-centered instruction into your lessons not only transforms your students, it will transform you! It even works with volunteers. I have given short trainings for volunteers on how they can interact with students in a more learner-centered way. One ESL volunteer leading a conversation group once told me that when he gives the students more “talk time,” his job is easier and the students leave class happy and still chatting in English. By aligning your sessions more with adult learning theory and learner-centered instruction, the learning environment will become one of collaboration, cooperation, and community. To begin the process of assessing your current classroom environment, use Knowles’s Conditions of Adult Learning as a springboard to reflect and evaluate what’s happening today. Table 3 on the following page offers some reflective questions for each condition.



Learning Conditions and Learner-Centered Instruction Table 3

Knowles Condition of Adult Learning Questions About Your Instruction

1. The learners feel a need to learn. 1. Does your material assess the learners’ needs in a level-appropriate format?

2. Do your learners have opportunities to communicate their needs and goals?

3. Does your textbook and/or lesson plan clearly state what the objectives are for each lesson?

4. Do you communicate to the learners the objectives of your lesson?

2. The learning environment is characterized by physical comfort, freedom of expression, and acceptance of differences.

1. Is the classroom appropriate for adults? Is there adequate lighting? Is the board or screen visible to all students? Are the chairs comfortable and appropriate for adults?

2. Is the room physically conducive to student-to-student interactions?

3. Are the students’ varied backgrounds and cultures accepted and acknowledged?

4. Is there an atmosphere of mutual and equal respect?

3. The learners perceive the goals of a learning experience to be their goals.

1. Is there opportunity for learners to revisit and assess their goals?

2. Are the topics and themes related to the learners’ needs and interests?

3. Are the learners asked to apply their communicative skills or knowledge in appropriate activities that simulate real life experiences?

4. The learners participate actively in the learning process.

1. Do the learners get ample communicative practice that requires negotiation of meaning? (for ESL)

2. Are the learners given opportunities to evaluate the text, the class, and/or the teacher?

5. The learning process is related to and makes use of the experience of the learner.

1. Are the learners given the opportunity to demonstrate their prior knowledge on a new topic?

2. Can the learners apply what they learn to their own lives?

6. The learners have a sense of progress toward their goals.

1. Does the textbook or the teacher provide learners with a framework in which they can measure their own success?

2. Are the learners provided opportunity to self-evaluate their progress?

3. Are the learners given opportunity and guidance on how to self-correct?

Adapted from How to Choose a Good ESL Textbook by Kathy Santopietro Weddel



Elements of Learner-Centered Instruction: The Sage on the Stage vs. the Guide on the Side

The paradigm shift from teacher-centered to learner-centered instruction requires a mutual exchange between teacher and learners. Adult students come to class with a lifetime of experiences and probably some preconceived notions about education and learning. Teachers have their own notions about what their role is in the classroom. “Sharing classroom responsibility and learning to work as a team, as you might suspect, require that both you and the learners modify personal views about the relationship between teaching and learning. In the same way that learners must drop stereotypical notions and expectations about what a classroom environment entrails, teachers, too, must make a shift and let go of possible preconceived ideas about the role of the teacher. This does not happen magically. It is first a result of building a firm resolve on the parts of all concerned and then practicing step by step.” (Bassano and Christison, P. 20) If you are used to presiding over your class as the Sage on the Stage, making this shift might feel foreign at first. But, when you are able to shift the focus off of you and onto the students you’ll find yourself facilitating learning – the Guide on the Side in concert with learners who become eager to learn and do more. The following are six key elements of a learner-sentence classroom. Let them talk and collaborate – A key element in learner-centered instruction is student-to-student communication. Communicative practice in any curriculum (ESL, science, math, or English) is an important element to learner-centered instruction. Adult students enjoy and benefit greatly from collaborative learning with their peers. A pair work study, conducted by the Lab School in Portland, Oregon, determined that “Adult ESOL students can work productively in pairs, even at beginning levels of instruction. Student-to-student interaction is important to second-language acquisition. Therefore, you should encourage teachers to use pair-work activities with adult ESOL students.” (Harris, Reder, and Hellerman, p. 18) We would go one step further and include group work as well. Make it real – Whatever you’re teaching, remember that one of the conditions of adult learning is that the material is relevant to the learners’ lives. Know that the content is relevant and make it real. Use realia, take field trips, bring in outside speakers, use manipulatives, or incorporate interactive demonstrations. Create situations whereby students can role-play and act out real-life experiences. Teach to all learning styles – Regardless of culture, language, background, or curriculum of study, everyone has their own personal learning style. The three typical styles are visual, auditory, and kinesthetic. Everyone has a learning strength, a learning modality, the channel through which the



brain receives, processes, stores, retrieves, and utilizes information. You might have one dominant modality or a combination. Teaching to one learning style leaves a lot of students’ needs not being addressed. In addition, to learning modalities (or intelligences), brain guru John Parks LeTellier demonstrates in his “Quantum Learning” workshops that the adult brain needs a “change of state” about every fifteen to twenty minutes. This can be a change of position, a change of practice partners, a new focus, etc. Don’t plan a lesson where students sit in their seats for two hours without movement. Don’t plan a lesson that is only reading and writing based. Add visuals, get them out of their seats, get them doing something hands-on, get them talking to each other. Teach to every learning style and you’re sure to include everyone in your class. For some fun ideas on kinesthetic activities that get students out of their seats, see Jane Miller’s and Pat Kirby’s handout from the 2005 CAEPA Rendezvous Conference entitled “Out of Your Seats! Interactive Games for the Adult ESOL Classroom” in the Bibliography. Keep error correction deliberate and focused; teach self- and peer-correction techniques – Prioritize what is important to correct. Allow for some errors to go by and provide a safe environment in which students can practice. Obviously, in content areas like math or history immediate error correction may be needed; but if a student feels overwhelmed with correction, frustration rises and learning diminishes. In an ESL class, focus on errors that seriously impair communication or those that significantly change the meaning of the utterance, and always provide feedback when a student asks for it. How correction is made is just as important as what is corrected. Adult students want to be self-sufficient and the more they can learn to find and correct their own errors, the more likely they are to continue their education. If you say, “The correct answer is such-and-such,” you’re doing the students’ work for them. But pointing to an error and saying, “I think there’s a problem here,” or, “Check your spelling here,” will communicate to the student that there’s a problem, but you leave the door open for the student to locate and correct it. If the student doesn’t find the error, create an either/or question: “Is it masculine or feminine?” “Singular or plural?” “Do you need to add or multiply?” Students working together can develop peer correction techniques. Collaborative learning is more powerful than anything a teacher can present. Some useful examples of how teacher’s can promote self-correction skills can be found in Appendix C. Be the Guide on the Side – Classroom research shows that teachers have a significant impact on student-to-student interaction. The Lab School’s Pair Work Study discovered that when students are practicing in pairs, the sudden presence of the teacher changes the dynamics. The students either stop talking altogether or they feel they have to perform for the teacher. The affective filter goes up and learning goes down. “When teachers come into the vicinity of a pair of students working together, the nature of the students’ interaction changes. Students often stop negotiating and instead (a) ask the teacher to solve the problem they are having, (b) perform successfully for the teacher, or (c) start to have an independent interaction with the teacher.” (Harris, Reder, and Hellerman, p. 18) Get off the stage and facilitate learning by helping students discover the way. Give students procedural closure – Brain research has determined that an important step to moving newly learned material into long-term memory is “procedural closure.” This isn’t the same as review, although review is also an important element to moving information into long-term memory. Procedural closure is an internal process whereby the learner’s working memory summarizes for itself its perception of what has been learned. Procedural closure can occur at



different times in a lesson: when you move from one activity to another, from one topic to another, or at the end of a lesson. In his book How the Brain Learns, David A. Sousa calls closure, “an investment that can pay off dramatically in increased retention of learning.” (Sousa , p. 69) Closure can take different forms: ticking off lesson elements on a lesson agenda, silence for quiet reflection, writing a few bullet points of what was learned, filling out an evaluation form, filling out a mind map or skeleton outline are only some examples. Even a half-minute of silence before you change activities in the classroom gives students time to internalize what they just practiced or discussed, make connections with it, and reflect on their own learning. Betsy Parrish sums it up nicely. She says, “As you plan your lessons, look at them critically before you walk into class and evaluate the roles and responsibilities you’ve given your learners. The more they take responsibility for activities the better; the more you are talking and leading, the more they are only listening and following.” (Parrish 2004, p. 177) Before you embark on your Application Activities, take a few moments to reflect on the elements of learner-centered instruction just described.

Reflections

Which portrait describes your teaching methods up to now, the Sage on the Stage or the Guide on the Side? Why?

Which element(s) of learner-centered instruction are you already using in your lessons and classroom activities?

Which of the elements that are new to your instruction will you implement first? In what ways do you see that element benefitting your learners? And benefitting you?

Which of the three learning styles – visual, auditory, and kinesthetic – needs more emphasis in your instruction? How can you boost that emphasis?

In what ways are your learners able to self-identify and self-correct errors?


Application Activities



Application Activity 1: Identify elements of learner-centered instruction

To help you see a path to developing more learner-centered instruction in your own classroom, it might be helpful to try and identify how a lesson could be more learner-centered. Your Task: The vignettes on the following pages describe teachers, lessons, and learners at a variety of ESL/ABE/ASE levels. They’re not meant to show that a teacher or the lesson is really bad, but to get you thinking “Is it as good as it could be?” Read the vignettes and then reflect on each one with the checklist provided. Some elements on the checklist might not be applicable to the vignette. Leave those blank. Then, take a minute to jot down what you might have done differently in each lesson.




Vignette #1: ESL A high-beginning ESL class has been studying sequencing vocabulary (first, next, finally, etc.) in a unit on food. They have also been studying basic cooking measurements and instructions, such as add, mix, and stir. As an assessment, Renata, the teacher has designed a reading activity for students to make trail mix in groups of five. She brings five large bowls, five large spoons, and five sets of ingredients (raisins, peanuts, pumpkin seeds, and M&Ms) divided into four one-half cup portions in small plastic bags. Renata creates written instructions for the activity and distributes them to all students and breaks students into groups of five. Each group selects one student to act as the “Stirrer/Checker.” She distributes the four bags of ingredients and a bowl & spoon to each group. Learners read the instructions and add the ingredients according to the instructions: First, add one-half cup of peanuts. Next, add one-half cup of raisins. Next, add one-half cup of pumpkin seeds. Next, add one-half cup of M&Ms. Finally, stir the trail mix. The “Checker/Stirrer” stirs the mixture, according to the instructions, and also checks to see if they followed the instructions correctly, asking, “Is that the right ingredient?” if something is added out of sequence. The groups then discusses how to correct (or if to correct) the possible error. Students are given five minutes to complete their recipes. Renata watches on the periphery, stepping in if there’s a breakdown in communication or if students ask her for clarification. When the groups finish they distribute the trail mix among themselves for personal consumption.

□ Are the learning outcomes stated? □ Do the students get to actively contribute to their learning? □ Is there ample time for students to talk, collaborate, or work together? □ Is the focus of the lesson real and relevant to students’ lives? □ Does the lesson meet student academic (or basic skill) needs? □ Are the students’ backgrounds and/or experiences taken into account? □ Does the lesson incorporate different learning styles? □ Is error correction intentional and focused so that students self-correct, self-edit, or peer-

edit? □ For group settings: Is there a variety of grouping strategies (s-class, s-s, t-class, t-s, etc.)? □ Does the teacher take the role of Sage on the Stage or Guide on the Side? □ Are there activities or exercises that allow learners to see their progress or log their learning. □ Is time provided for learners to engage in procedural closure? What would you change or include in this lesson? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




Vignette #2: ABE A class of ABE students is studying math in the context of consumer economics. The teacher, Roger, recognizes the value of using authentic materials in his class, and was lucky because the local newspaper gave him multiple copies of the current circulars for two competing local supermarkets for his class. Roger distributes the two circulars to each student, chooses two items from the circulars, and asks the students to locate the items on their copies and circle them. He then asks students which one is the better deal. Students must consider price per pound/ounce/item and respond accordingly, using cheaper than and more expensive than. 1



1 Vignettes #1 and #2 are adapted from Teaching Adult ESL by Betsy Parrish, pp. 176-177




Vignette #3: ABE In an ABE learning lab setting, Tom, the teacher, works with twelve to fourteen learners at the Beginning Basic Education (2 – 3.9) and Low Intermediate (4 – 5.9) levels. Learners are working at their own pace in a variety of reading and math textbooks. One of the beginning level learners, Saul, is working in Unit 16 of Adventures in Reading (McGraw Hill), addressing the task of sequencing events. Tom introduces the unit objectives, using the activity provided in the teacher’s guide. Then he reviews the concept of sequencing that was previously covered in the textbook. Tom shows Saul the vocabulary that will be used in the narrative, asks pre-reading questions (both objective and personal), and gives a simply synopsis of what the narrative is about. Then, he asks Saul to read the narrative and answer the comprehension questions in Exercise 1 while he works with another learner. After fifteen minutes, Tom reviews Saul’s work and finds four errors. He explains why the items are wrong and asks Saul to make corrections while he watches. Saul reads the corrected items. Tom then asks Saul what he has learned about sequence words, such as first, then, and finally, in the narrative and exercises.






Vignette #4: ESL Mark, the teacher of an intermediate level ESL class is feeling really pressured to do a good job. Although most of his students are Spanish speakers, he has four other first languages and cultures represented in his class. He’s using a life-skills text for adult ESL. He completes a unit every two weeks and follows the teacher’s guide very closely. Between classes in the teachers’ lounge his colleague remarks, “You seem to really enjoy your class. How do you do it?” Mark answers:

“We’re having so much fun! We’re studying going to the doctor’s office and they all said they really needed to learn how to talk to their doctor. I give them the book and use the teacher’s guide. I ask questions to check their comprehension. I read the text out loud to model the language. I bring in realia. I pair them up to work together. Oh, and I give little quizzes every day, and I ask if they understand and they nod their heads. I give them lots of time to complete the grammar worksheets and always make a point of checking their work and correcting their errors. I review the material every day and ask them if they are happy in class. They always say they are.”






Vignette 5: ESL A small Level 6 class of ESL students has begun a unit on employment at the end of the semester. Rachel, the teacher, really wants to include practice with real job applications. From a needs assessment at the beginning of the semester, she remembers that the two men in her class have jobs at the local meat processing plant, and that some of the women have children in school. She’s not sure about the rest of the women, but one student told her she wants to get a better job. Rachel thinks “Even if they aren’t looking for work now, they probably will be in the future. Knowing how to fill out a job application form will be a good exposure to filling out forms in general, anyway.” She goes to some local businesses to obtain samples of paper applications and finds a good example of an online application they can fill out on the class computer. She plans to use the entire two hours of class time for this. After reviewing the major elements of a job application and the students’ own resumes, students are assigned one paper application and one online application. There is only one computer in the classroom, but because the class size is small students will be able to take turns filling out an online application while the other students work on their paper applications.






Reflections

Assuming there were elements that are not learner-centered, were you able to identify at least one learner-centered element in each lesson?

Did you discover any techniques or strategies that you want to try with your own learner(s)?

Vignette 6: ASE In an ASE learning lab learners work independently at their own pace in textbooks. The teacher, Linda, observes and sits with one learner at a time to offer individualized instruction. Carla, a Low ASE 9-10.9 level learner, is working in Contemporary’s GED Language Arts Writing book and is ready to begin Chapter 9 on gathering ideas in preparation for writing essays. Linda introduces the chapter by reading the outcomes listed on the opening page of the chapter. Linda then asks Carla to read the next 6 pages silently, complete Exercises 1 and 2, and check her own answers with the key found in the back of the book. Linda leaves Carla to work on her assignment and moves on to assist another learner. After forty-five minutes Linda returns to Carla and asks about her progress. Carla has finished everything and is half way through the next chapter. Linda looks at responses to Exercises 1 and 2 to see how Carla corrected her own work using the key. Then, she orally quizzes Carla on choosing essay main ideas and topic sentences to be sure she understands the concepts in Chapter 9.






Application Activity 2: Administer a Needs Assessment Refer to the Needs Assessment Examples in Appendix A. These are only examples and you should be able to adapt at least one of them to fit your needs. If you’re teaching beginning level ESL, pictures are worth far more than the written word. Find good graphics and clipart to create an easy to interpret assessment. More literate students can negotiate level-appropriate written text. If need be, send the assessment home with a student so a family member can assist in the needs assessment process. It’s useful to get more than one priority in a needs assessment. Students might overwhelmingly vote for learning how to ask for prices in the supermarket, for example, but a second priority might be learning the names of clothing. Knowing the top two or three needs of your learners can help you design lessons that fit their needs more comprehensively. K-W-L charts are very powerful assessment tools because they serve three purposes. First, you activate the student’s prior knowledge of the topic. Secondly, the student identifies what he or she wants to learn on the topic. Finally, the student can self-assess the lesson or unit by identifying what he or she really learned about the topic. Your Task: Design and give a simple needs assessment to your students. Based on the results select a priority topic or skill to incorporate into a learner-centered lesson (Application Activity #2). Reflections and Thoughts on the Needs Assessment What type of Needs Assessment did you use?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What did the student(s) identify as priorities for learning? Which priorities do you plan on using in

your lesson?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________




Application Activity 3: Lesson Planning

For Group Instruction: Design a lesson for a two-hour class, using your current curriculum (assigned textbook or teacher-made materials). Plan with purpose; know what the focus of your lesson is and what you want the student(s) to be able to achieve by the end of it. Write out clear, simple objectives of what the students will be able to do by the end of the lesson; then think about how you’re going to get there. Use the “Three Ps and an E”: Pre-teaching, Presentation, Practice, and Evaluation. Pre-teaching is what you do at the beginning of your lesson to prepare the students for learning. This includes warm-up activities and reviewing previously taught material, especially if they need it for today’s lesson. Presentation is the presentation of new information. Practice is where the students get to develop mastery of the topic. If it’s an ESL class, this can be pair and group practice and projects. If it’s an ABE class, it might be a worksheet, a graphic organizer, or a review. Following this should be opportunity for students to apply what they’ve just learned to other situations, especially if they relate to the students’ lives. The final element of your lesson is Evaluation. You might have a formal type of evaluation, such as a worksheet, or an informal evaluation such as the teacher’s own observation of the students’ ability to demonstrate their knowledge and proficiency. For Individualized Instruction: Plan a lesson using a chapter or unit from a student textbook. List the steps of how the learner will navigate the material. For example:

1. Ask pre-reading questions about the content. 2. Simply summarize the content. 3. The student reads silently.

Use the same checklist you used for the vignettes above:

□ Are the objectives for the students stated? □ Do the students get to actively contribute to their learning? □ Is there ample time for students to talk, collaborate, or work together? □ Is the focus of the lesson real and relevant to students’ lives? □ Does it meet their needs? □ Are the students’ backgrounds and/or experiences taken into account? □ Does the lesson incorporate different learning styles? □ Is error correction measured and focused? □ Do students self-correct, self-edit, or peer-correct? □ Is there a variety of grouping strategies (s-class, s-s, t-class, t-s, etc.)? □ Is there procedural closure?

Need Ideas? For Group and Individualized Instruction: Go to Betsy Parrish’s chart, “What does learner centered mean?” on p. 30 in Appendix B. Fill out the chart on p. 30 with your ideas. Ms. Parrish’s own ideas can be found on p. 31. Use the Final Reflections on the following page to evaluate your lesson(s).




Final Reflections

If you completed a lesson for group instruction, did you observe any changes in how your students interacted in class? If your lesson was individualized, did you observe any changes in how the student navigated the material? Describe your observations.

Which elements of learner-centered instruction did you feel were the most successful? Why

do you think this activity worked for your learners? Why did it work for you?

□ Are there any changes you will make to any elements of learner-centered instruction when repeated in a future lesson? Describe.

ESL Literacy Instruction

Evaluation


Evaluation Form

Continued…

Instructions for the program directors or coordinators who are

serving as the evaluator:

Print the evaluation form on the next page

Discuss with your teacher the outcomes of this independent

study course. Expected outcomes are listed in the first

column.

Ask the teacher for evidence of completion. Evidence can be

in the form of verbal description of new knowledge gained

from the independent study course, completed worksheets

from the course, lesson plans showing implementation of

activities created in the course, teacher’s notes made during

or after the classroom implementation, or notes from a peer

or director who observed the lesson.

Make notations on the evaluation form in the appropriate

column

Record the teacher’s PD hours in his or her Annual

Professional Development Activity Record

http://www.cde.state.co.us/cdeadult/download/pdf/AnnualPDA

ctivityRecordFY09v3.pdf

http://www.cde.state.co.us/cdeadult/download/pdf/AnnualPDActivityRecordFY09v3.pdf

http://www.cde.state.co.us/cdeadult/download/pdf/AnnualPDActivityRecordFY09v3.pdf


Evaluation


Learner-Centered Instruction – Evaluation Form for Program Directors Teacher’s Name: _______________________________ Evaluator’s Name: _________________________ Date: ____________

Objective Teacher Demonstrates

Knowledge of this Topic Teacher Needs to Expand Knowledge in this Topic

Teacher Demonstrates Little or No Knowledge of this

Topic

Define learner-centered instruction for adults. Identify elements of learner-centered instruction for adults.

Identify key differences between learner-centered instruction and non-learner-centered instruction.

Plan, implement, and evaluate a lesson using elements of learner-centered instruction.

Use a checklist for learner-centered lesson planning.

Print this form for your files


Appendix A


Appendix A: Needs Assessments

Needs Assessment Example 1: This needs assessment was developed by Northeastern Junior College in Sterling, Colorado. To view other needs assessments developed by NJC, visit the Independent Study Course ESL Literacy Instruction at the NCPDC website: http://ae.stvrain.k12.co.us/ncpdc.html



Appendix A


Needs Assessment Example 2: Why do you want to learn English? Check the box that is true for you for each skill.

Skill This is very

important to me. This is a little

important to me. This it not important

to me.

I want to get a job.

I want to get a better job.

I need to communicate with my child’s teacher.

I want to speak to people in my community

I want to become a U.S. Citizen.

I want to get a diploma.

Needs Assessment Example 3: Student Goals for Education: Check the boxes that are true for you.

Skill I can do this. I need more practice.+

Speaking: I am comfortable speaking English with people

Listening: I can understand when people speak to me

Reading: I can read English

Writing: I can write in English

Pronunciation: People can understand me when I speak English.

Needs Assessment Example 4: K-W-L Chart This type of chart serves three purposes: 1) To identify the student’s prior knowledge in a topic, 2) identify the student’s needs on the topic, and 3) for the student to self-assess what he or she learned at the end of the lesson or unit.

K = What I already KNOW W = What I WANT to learn L = What I LEARNED


Appendix A


Needs Assessment 5: ABE/ASE Intake

STUDENT NEEDS ASSESSMENT

NAME: _________________________________________ DATE: ______________________

The subjects I like to study best:

Mathematics ______ Writing ______

Reading ______ Science ______

History ______ English ______

Computer ______

The subjects I need the most help in are:

Mathematics:

Multiplication ______ Division ______ Fractions ______

Decimals ______ Algebra ______

English:

Reading ______ Writing ______ Conversation ______

History ______

Science ______

I would like to learn more about:

______________________________________________________________________________

______________________________________________________________________________

My goal for education is: ________________________________________________________

To achieve this goal, I will be at school __________ hours per week.

I will study at home _________ hours per day.

Student Signature: ______________________________________________________

Teacher Interviewer: ____________________________________________________


Appendix B


Appendix B: What does learner-centered mean? What does learner centered mean to you? Write your ideas in the right column.

Principles of learner-centered teaching

Examples of things I believe correspond to each principle

1. The content of instruction is relevant to the students’ needs and interests and draws on their experiences and knowledge.

2. Learners have active roles in the classroom.

3. Learners make choices about content and classroom activities.

4. Activities and interactions appeal to a variety of learning styles and unique learning needs.

5. Learners control the direction of activities.

6. Teachers use authentic language their interactions with learners, and classroom interactions and tasks are authentic.

7. Learners acquire strategies that help them learn inside and outside of the classroom without the help of a teacher.

8. Teachers listen actively for themes as they emerge from learners.

9. Teachers constantly assess teaching and learning in relation to learners’ needs.

Keeping Learners at the Center Betsy Parrish: Hamline University [email protected] 3/15/2006 TESOL Event #3723



Appendix B


What does learner centered mean to you? Betsy Parrish’s ideas and suggestions

Principles of learner-centered teaching

Examples of things I believe correspond to each principle

1. The content of instruction is relevant to the students’ needs and interests and draws on their experiences and knowledge.

On-going needs assessments Instruction is customized. Activate prior knowledge Pre-listening activities Pre-reading activities KWL charts

2. Learners have active roles in the classroom.

Maximize opportunities for participation: Pair and group work Role plays Problem solving tasks Debates Assign classroom roles: Attendance Time keeper Space organizer Class announcements

3. Learners make choices about content and classroom activities.

Goal-setting activities “Scattergrams” Differentiated tasks

4. Activities and interactions appeal to a variety of learning styles and unique learning needs.

Sorting tasks Visual aids: tactile aids; realia Use multiple modes and means of instruction to appeal to a variety of learning styles and educational experiences.

5. Learners control the direction of activities.

Learners as facilitators Learners in “teacher” roles Learners call on one another

6. Teachers use authentic language their interactions with learners, and classroom interactions and tasks are authentic.

Avoid “tour guiding” Provide natural language input in all interactions with students. Activities produce natural uses of language.

7. Learners acquire strategies that help them learn inside and outside of the classroom without the help of a teacher.

Make learning strategies explicit as they are practiced in class: Making predictions Asking for clarifications Grouping tasks

8. Teachers listen actively for themes as they emerge from learners.

Problem-posing Personalized tasks Participatory approaches

9. Teachers constantly assess teaching and learning in relation to learners’ needs.

Daily/weekly learning logs Daily lesson notes Targeted rubrics for taking notes

Keeping Learners at the Center Betsy Parrish: Hamline University [email protected] 3/15/2006 TESOL Event #3723



Appendix C


Appendix C: Self-Correction Techniques

Adult Learner Self-Correction Techniques For Writing Assignments2

Proofreading

After learners complete a writing assignment (narrative, graphic, or document) ask them to

proofread their work before they turn it in or before the instructor reads it. At the bottom of

every writing assignment add the direction line, proofread your writing, look for errors, make

corrections.

Proofreading Checklist

Prepare a checklist that addresses target writing skills. Ask learners to proofread their work

using the checklist to assist them in finding errors and making corrections.

Checklist examples:

_____ spelling _____indenting paragraphs

_____ capital letters _____ neatness

_____ punctuation _____ abbreviations

_____ grammar _____ writing dates

2 K.S. Weddel 11-07

Teacher Notes

The teacher writes notes about the entire piece of writing (paragraph, composition, story, form, letter, etc.). First, make comments or ask questions about the content. Then, indicate the kinds of errors (choose only specific errors that interfere with meaning). For example: What happened to Joe? Did he get

his money back?

You may need a dictionary to correct spelling in the first sentence.

How can you summarize with a final paragraph?

Sentence Rewrites

Using a card or other paper, the

teacher rewrites the learner sentence

including the target error. Then, the

teacher asks the learner to read the

sentence and find the error.

Often learners are able to see errors

out of context and in another

person’s handwriting.


Appendix C


Compare and Contrast

The teacher offers a sample of correctly written document (letter,

memo, paragraph, sentence etc.) and asks learners to compare his/her

work to the sample. The teacher may highlight errors in the learner’s

work and ask learners to find the differences in the teacher-provided

sample. Learners make corrections based on the differences.

Discussion Rather than correcting errors for learners, teachers present opportunities for self-correction. Teachers talk about the error. Learners correct and learn. Teacher: There are several spelling errors. Here are some ways to improve spelling…. Teacher: Let’s add these words to your personal dictionary.

Applying Rules

The teacher states a “rule” and the learner is asked to apply it in his writing. The

“rule” may have to do with language structures, grammar, spelling or punctuation.

Learners have to find the error(s), and then apply the rule.

For example:

Student: I have many goods friends.

Teacher: Adjectives are always singular. Read the first sentence. Find the error.

Margin Notes The teacher makes simple notes in the margin to indicate the type of error or gives a hint about how to correct the error. The learner rewrites the sentence making corrections based on teacher notes. Sample margin notes: ? 2 spelling errors past tense capital letter


Appendix C


Writing a Summary Using a Skeleton Outline

After reading an article, students complete a skeleton outline and check their work with a checklist The article title: ____________________________________________________ The author: ________________________________________________________ The source: ________________________________________________________ The main topic of the article: _________________________________________ Three important supporting ideas in the article: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Write one sentence that summarizes each paragraph. Paragraph 1: _______________________________________________________ Paragraph 2: _______________________________________________________ Paragraph 3: _______________________________________________________ Paragraph 4: _______________________________________________________ Write a summary of the article: __________________________________________________________________ ____________________________________________________________________________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Check list: ___ I identified the main idea ___ I identified important supporting ideas ___ I didn’t change the author’s meaning ___ I cited the author’s ideas (The author says, explains that, stresses that, argues that…) ___ I didn’t include my own opinions on the topic ___ I didn’t repeat ideas ___ I cited the source of the article


Glossary


Glossary

Affective filter Stephen Krashen’s affective filter hypothesis says that variables that affect self-

esteem and anxiety can have positive or negative impacts on learning. An individual with a low filter and high self-esteem is more likely to succeed. Anxiety and low self-esteem raise the affective filter, impeding the learning process.

Andragogy “… an intentional and professionally guided activity that aims at a change in

adult persons.” (Knowles et al. P 60) The theory and practice of teaching adults.

Learner-Centered Instruction A teaching methodology in which students take an active role in and

responsibility for the learning process. Procedural Closure The process in which learners quietly reflect on what has just been taught

before moving to a new topic. Mind Map Also called a “spider graph,” a mind map is a graphic organizer used to link a

main idea with supporting and relevant data. Realia Authentic, real-life objects used in learning environments.


Bibliography and Resources


Bibliography and Resources* Bassano, Sharron and Christison, Mary Ann (1995), Community Spirit, A Practical Guide to Collaborative Language Learning, San Francisco, CA: Alta Book Center Brown, Douglas H (2001), Teaching by Principles, An Interactive Approach to Language Pedagogy, (Second Edition), White Plains, NY: Addison Wesley Longman, Inc. Christison, Mary Ann (2005), Multiple Intelligences and Language Learning, Burlingame, CA: Alta Book Center Dalle, Teresa S. and Young, Laurel J. (2003), Pace Yourself, A Handbook for ESL Tutors, Arlington, VA: TESOL Kathy Harris, Stephen Reder, and John Hellerman, “The Pair Work Study” National Center for the Study of Adult Learning and Literacy, accessible from: http://www.ncsall.net/fileadmin/resources/teach/pasourcebook_teaching.pdf Imel, Susan, (1989) “Teaching Adults: Is It Different?” ERIC Digest No. 82, http://www.ericdigests.org/pre-9211/teaching.htm Knowles, Malcom S.; Holton III, Elwood F.; and Swanson, Richard A. (2005), The Adult Learner (Sixth Edition), San Diego, CA: Elsevier Kornhaber, Mindy, Fierros, Edward, and Veenema, Shirley (2004), Multiple Intelligences, Best Ideas from Research and Practice, Boston, MA: Pearson, Allyn, and Bacon Krashen, Stephen D. and Terrel, Tracy D. (1995), The Natural Approach, Language Acquisition in the Classroom, Cornwall, England: Prentice Hall Europe

LeTellier, John Parks (2007), Quantum Learning and Instructional Leadership in Practice, Thousand Oaks, CA: Corwin Press Miller, Jane and Kirby, Pat “Out of Your Seats! Interactive Games for the Adult ESOL Classroom,” CAEPA Rendezvous Conference 2005; http://www.cde.state.co.us/cdeadult/download/pdf/OOYS.pdf “Teaching Goals and Methods Method: Learner-centered Instruction,” National Capital Language Resource Center (NCLRC), Washington, DC; http://www.nclrc.org/essentials/index.htm Nunan, David (1989), Designing Tasks for the Communicative Classroom, United Kingdom: Cambridge University Press Nunan, David (1988), The Learner-Centered Curriculum, Glasgow: Cambridge University Press Parrish, Betsy (2004), Teaching Adult ESL, A Practical Introduction, New York, NY: McGraw-Hill ESL/ELT

http://www.ncsall.net/fileadmin/resources/teach/pasourcebook_teaching.pdf

http://www.ericdigests.org/pre-9211/teaching.htm

http://www.nclrc.org/essentials/index.htm


Bibliography and Resources


Parrish, Betsy (2006), What does learner centered mean? Handout from a workshop presentation at 2006 TESOL Convention in Tampa, FL Santopietro Weddel, Kathy (2009), How to Choose a Good ESL Textbook, an Independent Study Course from the Northern Colorado Professional Development Resource Center. Snow, Marguerite Ann and Kamhi-Stein, Lía (2006), Developing a New Course for Adult Learners: TESOL Sousa, David A. (2006), How the Brain Learns, Thousand Oaks, CA: Corwin Press Taylor, Barry P, “Teaching ESL: Incorporating a Communicative, Student-Centered Component,” published in The TESOL Quarterly, Vol. 17, No. , March, 1983) VARK Learning Styles Inventory, http://www.vark-learn.com/english/index.asp

*Many of these books and articles are available for check out from the Colorado Adult Education

Professional Development Centers. Contact a resource center for book availability: Denver Metro Professional Development Resource Center Four Corners Professional Development Resource Center Northern Colorado Professional Development Resource Center Southern Colorado Professional Development Resource Center

http://www.cde.state.co.us/cdeadult/adultslrcindexnew.htm

http://www.cde.state.co.us/cdeadult/adultslrcindexnew.htm

http://www.cde.state.co.us/cdeadult/adultSLRCdenver.htm

http://www.cde.state.co.us/cdeadult/adultSLRCcortez.htm

http://www.cde.state.co.us/cdeadult/adultSLRClongmont.htm

http://www.cde.state.co.us/cdeadult/adultSLRCtrinidad.htm

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