Standards-based design and learner-centered instructional strategies are the foundational pieces by which we structure learning in Regional School Unit 2. What children will learn, how they will learn it, how they will be assessed and graded, and how their performance will be reported are the learning details each of our children should be able to answer.
Key aspects include:
A transparent curriculum – The knowledge and skills learners must learn as they progress through developmental levels to high school graduation are open and clear to everyone.
Flexibility – Learners are encouraged to move in and out of levels in different content areas, at their own pace.
Learner ownership – Learners own, lead, and partner with their teachers in every phase of learning: goal setting, tracking progress, learner-teacher conferences, and assessments.
High standards - Learners must demonstrate proficient or better knowledge or skill (in the future) in every required content area.
|Focus is on teacher||Focus is on both learners and instructor|
|Teacher talks; learners listen||Teacher models; learners interact with teacher and one another|
|Learners work alone||Learners work in pairs, in groups, or alone depending on the purpose of the activity|
|Teacher monitors and corrects every learner utterance||Learners talk without constant teacher monitoring; teacher provides feedback/correction when questions arise|
|Teacher answers learners’ questions about language||Learners answer each other’s questions, using teacher as an information resource|
|Teacher chooses topics||Learners have some choice of topics|
|Teacher evaluates learning||Children evaluate their own learning; teacher also evaluates|
|Classroom is quiet||Classroom is often noisy and busy|
With the openness of a learner-centered learning environment, knowledge production is vital when providing students the opportunity to explore their own learning styles. In that respect, successful learning also occurs when learners are fully engaged in the active learning process. A further distinction from a teacher-centered classroom to that of a learner-centered classroom is when the teacher acts as a facilitator. In essence, the teacher’s goal in the learning process is to guide learners into making new interpretations of the learning material.
Monday, November 28, 2011