learnercenteredclassroom spring st conference 2016 ppt no

HOW TO DEVELOP A LEARNER-CENTERED STARTALK PROGRAM

Aleidine J. Moeller

Sheri L Hurlbut

University of Nebraska-Lincoln

WHAT IS THE MOST IMPORTANT TIME?

https://www.youtube.com/watch?v=qrs2rBMI8p00:06 – 0:20

FIRST FEW MINUTES OF CLASS


videoPowerPointhandouts

LEARNER-CENTERED MATERIALS ON STARTALK

WEBSITE

https://startalk.umd.edu/public/resources/unl-‐learner-‐centeredness-‐module

BELIEFS ABOUT LEARNER-CENTEREDNESS


I CAN…

• examine and explain my own beliefs about teaching and learning

• explain what a learner centered classroom is and how to engage learners actively in learning tasks

BELIEFS • One of the greatest tasks in life for any of us is to

change ourselves. It would be extremely arrogant of me to think I could change another human being. Influence you, perhaps. Change, no; that is something only you can do. But, sir, sharing my ideas with you forces me to look deeply into my own beliefs and values. Your questions help me better understand and possibly change my own life

p. 107 Entertaining an Elephant


WHAT I BELIEVE

• On a sticky note, write down one or two beliefs you have about language teaching and learning

• In groups, discuss your beliefs and place them in meaningful categories on the larger paper


SUSPEND YOUR BELIEFS

LEARNER-CENTERED CLASSROOM

Tipsfor developing a

CONNECT TO STUDENTS’ LIVES


TIME TO MUDDLE THROUGH


HANDS ON

DECONSTRUCTION• What was the role of the teacher?

• What was the role of the learner?

• What strategies did you use to accomplish the task?

• What level of anxiety did you experience?

• Who participated?

• Level of student cognitive engagement?

• Motivation level?

RELINQUISH CONTROL

LISTEN WITH INTENTION


BUILD ON LEARNER INPUT


ADEQUATE WAIT TIME

INFORMATION GAP

https://www.youtube.com/watch?v=qrs2rBMI8p01:11:08 – 1:12-01

MANAGING STUDENT BEHAVIOR DURING PEER

WORK• Keep group size small; start with pair work

• Be enthusiastic about the activity

• Set clear expectations

• Give exact directions

• Set a time limit

• Circulate and make positive comments

• Establish a system for getting students’ attention back

(bell, hand signal, light, chant, etc.)

Infrastructure Video

TEACHER ROLE

• partner (in the learning process)• planner (makes instructional decisions)• guide (gives learners voice and choice)• motivator (engages learners cognitively)• creator (real world opportunities)• facilitator (provides opportunities to collaborate)• assessor (provides ongoing feedback)

STUDENT ROLE

• learner (open to new ideas)• doer (actively engaged)• decision maker (autonomous learning)• strategy user (thinks metacognitively)• manager (makes good choices)• collaborator (co-construction of knowledge)• self-assessor (monitors own learning)

ASK YOURSELF

•Do students feel respected, valued, and part of the whole group?

•Do students have ownership of the classroom? Do they ever make decisions about resources, environment, or use of time?

• Do students have ownership in their learning? Do they have choices and options?

• Are students comfortable with expressing who they are and their thoughts and ideas?

• Do you inquire about the needs of your students? How often do you check for understanding and adjust instruction accordingly?

ASK YOURSELF

I CAN…

• examine and explain my own beliefs about teaching and learning

• explain what a learner centered classroom is and how to engage learners actively in learning tasks

HOW TO DEVELOP A LEARNER-CENTERED STARTALK PROGRAM

Aleidine J. Moeller

Sheri L Hurlbut

University of Nebraska-Lincoln

learnercenteredclassroom spring st conference 2016 ppt no

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