Learner-Centered+Curriculum

** According to Brown, learner-centered classrooms focus on the student. “Learner-centered teachers place students at the center of classroom organization” (Brown, 2003 p.49). The learner-centered classrooms tend to be more goal-based, where instruction is derived from where the students are currently and where we (educators) want them achieve. Candela, Dalley, & Benzel-Lindley (2006) express the central idea around learner-centered education is “teachers and students are both learners, working together to explore and develop students’ ideas” (2006, p. 59). ** ** Candela et. al. (2006) mention one of the primary objectives of a learner-centered curriculum approach is to increase students learning, as well as the “transfer of that learning to real-life situations” (Candela et. al. 2006, p. 62). In order to achieve this objective two factors need to be examined: “(a) characteristics of the learner, and (b) teaching practices” (Brown, 2003 p. 49). Through understanding of the learner, one can examine their ability, experiences, interests, and specific needs. Teaching practices provide appropriate data to determine teacher behavior as associated with positive student learning (Brown, 2003). In a learner-centered classroom, teachers often share comments and “narratives about their students’ interaction with content and methodology” (Brown, 2003 p. 52). Instruction tends to be differentiated, which helps to meet the needs of each individual learner. Teachers in a learner-centered classroom teach with high levels of knowledge and content, yet they differentiate how each student will understand or construct their learning (Brown, 2003). ** ** McCombs, B.L & Whistler, J.S. (1997) appear to be major proponents of learner-centered curriculum approach. Many articles as well as websites have been written and created into to better understand this curriculum approach. The Teaching Effectiveness Program out the University of Oregon has created a website which outlines different workshops for educators. One of the workshops offered is called //[|The Learner Centered Teaching Series.]// **** This website offers educators an opportunity to learn strategies and approaches to helping establish a learner-centered environment. ** ** Candela et. al. (2006) presents five steps for understanding and establishing the process of learner-centered curricula. ** ** (Candela et. al., 2006 p. 62-65) **
 * ** Description of Learner-Centered Curriculum Approach **
 * ** Identify appropriate student learning outcomes. These outcomes should be carefully identified and made explicit to the learners. **
 * ** Develop authentic assessment measures. Candela et. al. mentioned the best way to determine if students are making progress toward the established learning goals is to ask them to “demonstrate their knowledge and abilities through projects, papers, exhibitions, performances, evaluations and tests” (Candela, 2006 p. 65). **
 * ** Create experiences leading to student outcomes. Creating an active learning environment and providing students with hands-on approaches is seen as imperative. **
 * ** Outcomes should guide the learning experiences. This should be done through the use of a variety of teaching approaches, for some approaches work better than others. **
 * ** Use authentic assessment to improve student learning. Authentic assessments serve as a basis of feedback of student performance and progress in meeting the learning outcomes. **
 * ** Information Resources **
 * Articles:
 * Brown, K.L. (2003) From teacher-centered to learner-centered curriculum: improving learning in diverse classrooms. //Education 124,// 49-54.
 * Candela, L., Dalley, K., & Benzel-Lindley, J. (2006). A case for learning-centered curricula. //Journal of Nursing Education, 45//, 59-66.
 * Pearson Inc. (2010). Learner-Centered vc. Curriculum-Centered Teachers: Which type are you? //TeacherVision:// [|www.teachervision.fen.com/teaching-methods-and-management/curriculum-planning/4786.html]


 * Books:
 * McCombs, B.L., & Whisler, J.S. (1997). The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement
 * Weimer, M. G. ( 2002) Learner-Centered Teaching: Five key changes to practice
 * Nunan, D. (2010) The Learner-Centred Curriculum: A study in second language teaching.


 * Websites
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 * ** Strategies and Ideas for Implementation **
 * One of the most important strategies which is linked to learner-centered teaching is differentiated instruction. You will be hard pressed to find publishing companies that do not include options for differentiated learning in their commercially packaged curriculum programs. Seeing a student for exactly who they are, and where they can go academically is quite an amazing ability. Educators who effectively promote learner-centered classrooms see this every day.
 * My experiences with using this approach have been more by accident than by design. I believe the most difficult challenge for implementing this into a school system would be the collegial buy-in to the understanding of placing the needs of each individual student first, above all else. Many teachers struggle with differentiated instruction and small-group instruction because this form of instruction tends to take more time, but the outcome of the students should be worth it..
 * Leaders of curriculum development teams should understand and realize learner-centered curriculum approach asks for a new way of thinking from educators. According to Candela et. al., “changes will not be sustained if faculty development programs are not in place” (Candela, 2006 p. 62).
 * Assessment is a huge piece of the puzzle. Educators need to understand how to use assessment effectively as well as using the results from the assessments to continually improve student learning.

The Learner-Centered Curriculum Approach Simple Round Diagram v2003.5 (Added by K. Landa)