Note to facilitator: 1.In preparation for this tier it is recommended to contact your identified participants in advance and ask them to bring the following to Tier III: 1.One of their course learning plans or Faculty Guide with SLOs. 2.Philosophy Statement from Tier I. 3.Blank paper for note taking. 4.Bring your own device (BYOD), ask your participants to bring their mobile computing device.

Learner-Centered Instruction Tier III - Professional Development Quality Teaching & Learning

 Tier I – (required) Understanding and commitment to using LCI.  Tier II- (required) Identifying and using Learner-Centered strategies.  Tier III – (optional) Professional development and preparation for future Quality Teaching and Learning Tier Champions (you are here). Quality Teaching and Learning Tier Professional Development

A.I.M.

Learner-Centered Instruction Learner-Centered/Teacher-Centered Continuum C.O.R.E. Teaching Philosophy Scope and sequence Student readiness to learn Instructional strategies that maximize student learning Tier I & II Review

Baker College: “Learner-centered instruction means that students are engaged participants in their learning and the instructor is responsible for creating and facilitating quality learning experiences that maximize student learning.” What is Learner-Centered Instruction?

The TC-LC Continuum Learner Constructed Formative and summative Student learning Teacher-Centered Learner-Centered Who Knowledge Assessment Goal Teacher Transmitted Summative Content coverage

Instructional Strategies

 Display an advanced instructional knowledge by selecting, facilitating, and adapting learner- centered strategies as necessary.  Coach and mentor others in the art and science of quality teaching though a learner-centered approach to teaching.  Deliver Quality Teaching Tier I & II professional development modules. QTL Tier III Objectives

In small groups: –Brainstorm areas of research and or seminal theorists that have contributed to what we know about Learner-Centered Instruction i.e. Adult Learning Theory, Brain Research, Vygotsky, Knowles Foundational Research

Activity Directions Part I- Research 1. A definition that is constructed by the group. 2.Relevance/implications for professionals who teach at the post- secondary level. 3.Identify a concrete classroom example. Part II- Application 1.Drawing on learner- centered methods develop a mini-lesson that communicates or demonstrates your research findings to your colleagues.

Individually reflect on one of your most recent formal learning experience(s) that was facilitated by a teacher/guide/instructor/leader. –What did the facilitator do that maximized the experience for you? –Take 1 minute to individually reflect on this. What Makes an Effective Facilitator?

In small groups generate a list of characteristics of effective facilitators Narrow your list to 3 characteristics Be prepared to report out What Makes an Effective Facilitator?

1.Identify a course that you would like to improve in terms of instructional methods. 2.Identify what your students need to know and be able to do as a result of your lesson (this could be an EO or a SLO). 3.Articulate the evidence that is acceptable to demonstrate competency of the above stated goal (what the students are able to know and do). 4.Plan a learning experience that maximizes students’ engagement (selection/application of LCI strategy). Application: Instructional Makeover

–Share how you have previously taught the lesson –Teach your new and improved lesson –Solicit feedback about your lesson P- raise Q- uestion(s) S- uggest Before and After

Tier facilitation –Groups of 3-5 –Facilitate Tier I –Give and receive feedback using PQS Discussion of QTL Tier Champion roles and responsibilities Overview of Afternoon

In small groups: –Determine what role each group member will have in the facilitation of your tier. –Divide your group’s assigned portion up in a way that makes most sense to your group. –Prepare to facilitate your colleagues through your tier assignment. Tier Professional Development Facilitation Practice

Providing Feedback 3 Characteristics of Effective Facilitators P-Praise Q-Question S-Suggest

Champion Roles and Responsibilities Facilitate face to face Tier I, Tier II, and Tier III Quality Teaching professional development modules for your campus colleagues as appropriate (this will be defined between you and your CAO). Coach and mentor your colleagues across your campus in quality teaching and learning best practices. Act as a liaison and a champion between your campus and the System Effective Teaching and Learning Department. Support continuous quality of improvement of these tiered Professional development modules.