Learner-Centered Teaching: The Basics This hybrid course was developed utilizing ADDIE and backward design and integrates best practices based on the principles of adult learning. An analysis was conducted that included classroom observations as well as surveys and interviews of leadership and faculty to determine the need for training. Based on the findings of the analysis, it was determined that training was essential to assist faculty in increasing their knowledge and skills in the area of learner-centered teaching, beginning with the basics. The presentation is very interactive with students providing much of the content based on pre-session work allowing the trainer to be in a facilitation role during much of the session. The trainer models the act of learner-centered teaching throughout the workshop to demonstrate the techniques discussed. 20 Hour Hybrid course with three 2-hour traditional sessions and additional content and activities available through the LMS. Session 1 Presentation: 2 Hours - Traditional Training Session in training room with movable tables and chairs to allow for collaborative learning. Training integrates Multi-modal content integrated to address different learning preferences, perspectives, and contexts Images Videos Website content Discussion Prompts Reflection Connections to prior knowledge and experience Bridging from pre-session required reading and activities Collaborative Learning Active Learning Activities Formative Assessments Self-Assessments Review Post-session activities to apply knew knowledge to increase skill transfer and increase retention. These are project-based as well as discussion forum prompts. Karen Mann Instructional Design & Technology

What is learner-centered teaching? Students are actively engaged in the creation of knowledge. Focused on things that are important to the learner. (Adams & Burns, 1999) Trainer poses question. Questions prompts learner to remember content that was reviewed prior to class. It also introduces the main focus of the hybrid workshops.

Attention Getter Continue conversation about typical college classrooms and the passive nature of lecturing. Allow learners time to share their stories. (Reflection, Making Connections, Discussion)

Why do you think planning is an important component of learner-centered teaching? Attention Getter Show images of classroom where active learning is taking place. Discuss the nature of an active class…sounds, movement, participation, motivation, interest, engagement. Trainer asks: Why do you think planning is an important component of learner-centered teaching? This question begins the conversation about the importance of lesson plans. State that research indicates that lesson plans can enhance student learning. Connects to research article read for pre-session work.

Session Objectives After this session is complete, the learner should be able to: Structure lessons using appropriate learner-centered teaching strategies. Evaluate lesson plan formats that integrate best practices in lesson development. Describe strategies that maximize learning. Trainer states the objectives for the session. (This is important for adult learners to know the content that is going to be covered. The learner begins making connections immediately and the brain is actively retrieving information on any concepts mentioned in the objectives. Also queues the brain to start receiving information on the concepts mentioned.)

Backward Design Objectives/ Outcomes Assessment Content/ Activities The trainer will explain backward design and discuss its importance. It helps the instructor filter content to only what is necessary. The concept of alignment is mentioned repeatedly throughout the hybrid term since it is vital to well-constructed instruction. Content/ Activities

Rubrics for Online or Blended Course The trainer displays the Higher Education Quality Matters rubric to describe the essential components found in exemplary online and blended courses. Discuss the commonalities between the rubric and lesson plan components. The trainer is using this resource to show the common components of well-developed classes through lesson plans, lesson structure, and course rubrics such as this one from Quality Matters. These are also great tools to evaluate courses. The trainer will also mention the rubric from California State University for online courses. https://www.qualitymatters.org/rubric https://www.csuchico.edu/tlp/resources/rubric/rubric.pdf https://www.qualitymatters.org

Have learners discuss the examples of lesson plans they found before to coming to class (pre-session work). Trainer displays examples and talks about the variety available. (Reflection, bridging pre-session work to session presentation.)

Partner Activity (3 min): Turn to your neighbor and compare the common components you noted in the variety of lesson plans discovered during your research prior to class. Trainer introduces Think-Pair-Share activity. (Active learning, collaborative learning)

Common Components of Lesson Plans Lesson Objectives/Learning Outcomes Making Connections/Prior Knowledge Content (Multimodal) Active Learning Strategies Assessment Summary Reflection Time Allotted Materials/Equipment Needed The trainer will encourage learners to name components that were common in the lesson plan examples they located and selected. The trainer will display this slide once the learners have mentioned all they can and fill in any gaps.

Common Components of Learner-Centered Teaching Attention Getter (Connections, Interest, Motivation) Overview/Objectives (The Big Picture) Content (Multimodal, Chunking) Active Learning (Formative Assessment, guided learning, activities) Review/Reflect/Summarize Independent Learning (Formative/Summative) Homework (Continuation of Ind. Learning, Prep for next class) Bridge Trainer’s personal lesson/training structure. Displayed to encourage the learner to create their own model. The key is to include the essential components discussed in their session.

Partner Activity (5 min.): List the common components of learner-centered teaching. Think about the last class you taught. What components of learner- centered teaching did you plan & integrate? Collaborative Activity: Trainer introduces activity. Learners have been provided small white boards and small pieces of paper on which they can write the components they would like to integrate into their course. They can then put them in order. Based on their curriculum and their preferences, the learner will create a lesson structure that is appropriate for them. Learners volunteer to share their lesson structure. This structure can be applied for their next class. (Skill transfer) (Active learning activity, collaborative learning, higher level cognition, manipulatives)

Now that we understand the components of learner-centered teaching, how can we use that knowledge to better organize our course sites in ulearn? Trainer makes the connection between well structured classes and well organized LMS classes. The LMS course can be the hub of the classroom and can provide students a wealth of resources, content, and activities in a well organized way.

Trainer asks: What do you notice about this LMS course site Trainer asks: What do you notice about this LMS course site? The learner will point out various components that they observe. Components to mention: organization, multimodal resources, objectives, activities, assessment, clear descriptions Trainer will expand upon the components mentioned by learners and fill in any gaps.

Another example of a well-structured LMS course Another example of a well-structured LMS course. The learner will continue to point out components they observe with the trainer restating and expanding if necessary.

5 minutes

The next section will cover important strategies for teaching adults in a learner-centered environment.

Other Strategies to Consider Context Multimodal Different types of activities Different settings The more senses, the better! Spacing, Review & Active Retrieval Review Reflection Distributed Practice Quizzing, Pretest, Post-test Spreading learning over time to build long-term memory Forgetting and then remembering Chunking Application after 20 minutes Media (7-9 minutes) Emotion Adds another cue in the brain to retrieve information Strengthens connection to memory The trainer will discuss best practices that will be mentioned consistently throughout the hybrid workshop. This will prompt discussion since some of the learners will be currently using these strategies and other items will be completely new. All of the components listed are important methods to increase learning and retention in the classroom.

Reflect & Share (10 min.): Write down as many teaching strategies as you can remember from today. Choose one that you can integrate into your next class and share how you will implement it. Trainer introduces activity Individual learners will brainstorm and then share with the group. (Making connections, active learning, skill transfer, higher level cognition)

Trainer introduces review activity Have learners recall concepts discussed today. Create a concept map on the white board using the items they provide. Trainer fills in any gaps. (Self-Assessment, Active Retrieval)

Learner-Center Learning Strategies Lesson Plans Trainer will show this slide after students have provided recalled items. Trainer will fill in any gaps.

Think back over the concepts we’ve discussed today Think back over the concepts we’ve discussed today. Can you visualize where some of these strategies were integrated into today’s lesson? Trainer introduces activity During the session, the trainer has modeled many of the strategies and best practices discussed during the class. The learner is to reflect on the class and determine what strategies were used. (reflection)

What was your biggest take-away today? The trainer asks “What was your biggest take-away today?” Allow learners to volunteer to contribute. (Reflection activity. Discussion prompt)

Trainer wraps up the session and provides post-session and pre-session work reminders.