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Hello, my name is Karen and I will be discussing developing and documenting outcomes in the
learner-centered environment. Information from this presentation was developed
during the class Educational Leadership 7200 “Analysis of Teaching” at Wright State
University using Terry Doyle’s text, Learner-Centered Teaching: Putting the Research on
Learning into Practice. I will be discussing the importance of creating a road map for the
classroom including the importance of learner outcomes, using appropriate teaching
mechanisms, and creating a teaching portfolio.
The intent of this presentation is for the learner to be able to:
Prepare learning outcomes Employ appropriate teaching interventions to reach predetermined outcomes
Documenting outcomes and activities in a teaching portfolio
The key in most endeavors is planning. Creating a learner-centered environment is no different.
In this environment, teachers must embrace the facilitator role
instead of the lecturer role. Being free from the lecture opens many different educational options
for the teacher to use. Learner-centered teaching has a big bag of tricks
focused on the needs of the student to create learning opportunities. From developing group learning communities
to small discussions to experiential activities, learner-centered teaching allows for
multiple approaches to learning. The first step in planning is to develop the desired learning outcome.
Think of a GPS. The GPS needs to know two vital things: current location and desired
destination. Once activated, the GPS guides a driver through traffic and terrain as it
continues to calculate how to reach the desired goal. When does it know to stop giving directions?
When it has reached it’s destination. Just like the GPS, instructors don’t know when they have accomplished
their goals unless they know what the desired destination is. One of the very first steps in planning
is therefore knowing what the desired outcome is. For example which is a possible outcome for a class
about online learning: Option A: for students to be comfortable with online learning tools such as
learning management system and computer peripherals; Option B: for students to be able to
communicate large amounts of information in a understandable electronic format through web
pages and online presentations; or Option C: for students to show up promptly in a physical
classroom to receive attendance points.
One could argue that both A and B would be appropriate answers to that question.
However, C would not necessarily be a good outcome for a class about online learning.
The ability to attend a physical classroom is not as important as being comfortable with
online learning tools or being able to organize and communicate information electronically.
After the overall learning outcomes are developed, the next step for the teacher to is to create smaller objectives to help reach the
outcome (Doyle, 2011.) Weekly and daily objectives show the individual steps the class must take.
Daily objectives should build on top of each other and progress towards to desired outcome.
Objectives should also be SMART as in specific, measurable, attainable, realistic, and time based.
Using these five criteria will form objectives that are easily recognized
as being accomplished. (Bertke & Painter, 2010) Objectives should be comprised of at least three components:
a who, an action verb, and a what. Who will be able to do what? (Lawson, 2007.)
For example in an class about online learning: At the end of the semester, the Instructional Design for
Online Learning student will be able to create a working professional development web page with a summary of course material.
The next step in planning learner-centered coursework is to develop appropriate education interventions that not only match the learning
outcomes and daily objectives, but create an effective learning environment. Instead of focusing on lecture,
create and plan activities that on different opportunities to link knowledge with real-world issues and projects. Authentic learning is
the process of implementing knowledge into complex situations that mirror the real-world (Lombardi, 2007.)
By using authentic learning approaches to help students transfer new knowledge into action, it puts the emphasis of work back on the students.
Neurological research clearly shows that the one that does the work, learns the most (Doyle, 2011.)
In a traditional lecture-based classroom, the teacher is doing the majority of the work – cheating students out of their right to learn.
Using small group discussions, role-playing exercises, simulations, case studies, and problem-based activities will help students
create the communication, project management, and other skills needed outside of the classroom.
These situations should build not only their basis of knowledge but also their skills that support real interaction in the
professional world (Doyle, 2011.) There is a strong social component to learning (Doyle, 2011.)
Basically students learn better, faster, and more effectively when they have opportunity to interact with others. Discussions, critiques,
and reflection all help students apply new knowledge in a safe environment like the classroom.
Teachers should create group activities where students primarily interact with each other. Traditional lecture-based
teaching relies heavily on the competence of the teacher, forcing the spot-light on the teacher.
Using the learner-centered teaching approach, students should be doing the work. Teachers can use debate, group
projects, guided discussions, and case studies to help put the emphasis back on the students.
Some students may be resistant to working in groups due to past group experience; however, the majority of careers that students will have
will require effective communication and negotiating skills within a group.
The only way they learn how to handle group dynamics is to practice them. (Doyle, 2011)
Learning is not a one and done activity. It takes time to learn concepts and it take many
approaches to learn them. Teachers should revisit important concepts throughout
the term and keep using them in novel ways to help improve memory (Doyle, 2011.) For
example: students learning math. Addition and subtraction are not exclusive concepts.
Once the basis of how the mathematical operation is learned, these concepts are
revisited over and over for years to come in multiple ways .
Fourth grade students in the Williamsville School District in Buffalo, New York have a unique opportunity to fulfill the state of New York’s
required curriculum for environmental sciences. In cooperation with the Tiff Nature Preserve,
they study local ecological history and current issues facing the local ecosystem.
In the fall, their teacher introduces the concept of the nature preserve and ecology.
Students visit the nature preserve and spend the day immersing themselves in local history, identifying artifacts, and learning
about the differences in plants. They take a guided tour throughout the nature preserve to discuss the marshy environment.
They create small groups to work on different projects with trained facilitators before leaving. Later, the facilitators come to the school with
samples of plants so students can observe differences and guide them through a discussion of why invasive plant species are
dangerous to indigenous plants. Throughout the year, the students visit the preserve and
document changes in the environment while continuing their in-class nature projects.
document changes in the environment while continuing their in-class nature projects.
document changes in the environment while continuing their in-class nature projects.
This year long project not only teaches students about nature, but also improves their
observation, communication, and documentation skills. (The Good Neighborhood, 2011)
An effective way to create on-the-fly small group discussions is to use peer instruction.
Peer instruction encourages students to reflect on their knowledge and commit to answer. Then, the students quickly create small groups to
discuss their answers and try to convince other’s of their positions. Instead of just relying on their own internal
understanding, they start to put the concept into their own words to convince their peer.
It has been proven that students that just learned a complicated concept are more likely to understand the learning
barriers of the person that doesn’t understand it than the person that has already mastered the concept aka the teacher.
For example, when Eric Mazur, professor of pre- med physics at Harvard University came to Wright State University he
imparted this example. He was teaching the class about the properties of metal when heated and cooled.
He told the class that when a metal sheet is heated, the electrons start moving away from each other. He asked the class if they “got it”
and most nodded yes. So he then posed an audience response slide in his lecture with the picture of a metal plate with a hole in it.
He then asked the class what happens to the hole. Does the hole increase, decrease, or stay the same when heated?
Students reflected on their understanding and answer the question.
After poling closed he did not show the results of the survey, he asked for them to find one or two people
with differing answers and discuss. After five minutes, he posed the question again for audience response. There was a dramatic shift
in the answers to be the right answer. Mazur proved and has proven many times over, that peer instruction impacts
learning in a profound way.
He notes that the percentage of students that answer correctly the first time
should be 35-70% for peer instruction to be effective. (Crouch & Mazur, 2011) 2011)
The learner-centered teaching approach has received negative critiques from administration (Doyle, 2011.)
It is very hard to walk into a learner-centered classroom and observe one example of this approach and deem it effective.
The learner-center classroom has many nuances that makes it difficult to observe in a small time period.
Lectures are shorter, group activities are longer, and reflection is mandatory.
the planning process that you went through. Use your portfolio to map out the class
Therefore, document the planning process that you went through.
Use your portfolio to map out the class including teaching methodology, research, syllabi, learner outcomes,
daily objectives, lesson plans with activity descriptions, list of needed resources, and outcome assessment tools (Doyle, 2011.)
Taking the time to map out these things will not only help administrators understand your classroom, but it also helps the teacher clearly
define the road map they will use to help students reach their learning objectives.
Students will learn and learn more if you take the time to carefully plan and follow it.
Take the time to fully design long-term learning outcomes and daily objectives. Develop
authentic learning activities such as hands on projects, group studies,
and problem-based issues to help the student practice new knowledge and skills.
Take into account to develop activities that provide an opportunity to repeat application of knowledge and skills.
Document this planning process in your teaching portfolio to keep you on track with the plan. It is your map for the year,
but also helps administrators understand your classroom.
Thank you for taking the time and listening to my presentation on Developing and Documenting Outcomes: Knowing the Destination