2. LEARNER CENTERED LEARNER DESIGNED

3. Learning & Preparation Objectives Learning Resources and Strategies Evidence of Accomplishment of Objectives Criteria and Means for Validating Evidence Target Date for Completion Individualized to the needs and interests of the student. Adaptable to the various learning situations including workforce, workshops, and coursework. Allows for diversity of student. 5 Key Components of a Learning Contract

4. Learning & Preparation Objectives Learning Resources and Strategies Evidence of Accomplishment of Objectives Criteria and Means for Validating Evidence Target Date for Completion 1. Knowledgeably discuss and present adult learning theory 2. Describe/Illustrate methods, approaches and techniques 3. Be able to discuss, practice and present the communicative approach for learner-centered instruction 4. Develop formative assessments aligned to course learning objectives 5. Research and develop learner-centered project for student self-evaluation 1. Review literature; engage in verbal conversations with colleagues; observe theory class in the program and take notes 2. Review online literature; verbal discussions w/ colleagues; observe related program classes and take notes 3. Discuss Practicum learning objectives w/ Prog. Director; Refer to web sites; review/refer to Classroom Assessment Techniques; visit the Northern Colorado Professional Development Center (NCPDC) for teaching resources; observe relevant program classes 4. Resources listed in #3 5. Internet; ADED 590 course resources; NCPDC; colleagues 1. Create PowerPoint presentation of adult learning theory for Practicum with learner-centered accompanying activities; determine open-ended questions for group discussions 2. Create 3 posters for each area; these clearly and creatively define each one 3. Create communicative learning activities that (a) teach to Practicum learning objectives and (b) model communicative teaching techniques adaptable to teaching ESL 4. Create formative assessments that match each learning objective; Write formal outline of learning objectives and list created formative assessments next to each 5. Create a class assignment that is learner-centered/directed and provides guidelines for class/student-created self- evaluation for meeting the course learning objectives 1. Reviewed and validated by Program Director 2. Reviewed and validated by Program Director 3. Reviewed and validated by Program Director 4. Reviewed and validated by Program Director 5. Reviewed and validated by Program Director May 30, 2011 June 10, 2011 June 25, 2011 July 7, 2011 July 21, 2011 Developed by learner and negotiated with supervisor, facilitator, or instructor. Learner gains curriculum development and methodology skills. Fosters creativity of the learner. SAMPLE

5. What are the objectives or goals for the learner? Define, add relevance, and application. What resources will the learner need? Utilize current, relative, and diverse resources. KEY POINTS: 1) Don’t be intimidated by the term learning contract. 2) The focus is on ‘learning’ not on the term ‘contract’. The learner should take ownership of this learning endeavor. 3) Start by completing a SWOT analysis. Detail the learner’s strengths and weaknesses. 4) Determine an initial list of people, experiences and resources that might helpful for the creation of the Learning Contract. Include:  books/journals/newsletters/conference materials  official publications  case notes;  audio/video/CD’s  lecture/workshop  professionals/experts; community visits/clinics.

6. How will the competencies be measures? Oral presentation, written reports, or other methods? What evaluation criteria was negotiated between the learner and the instructor? Evidence of learning Measurement and Evaluation What did I learn from this experience? What went wrong? What was difficult? What did I waste time on? How could I do better? Presentation Demonstration Case Study Self Assessment External Assessment

7. Observation-what are the learner’s observations from this learning experience? What are the evaluator’s observations? Self-assessment-did the learner complete the course objectives? If not, why? Did the learner exceeded expectations? Explain. Reflection in practice-what was the most critical key learning component that the learner takes away from this experience? Reflection on practice-what would the learner do differently? Document analysis-did the learner provide enough documentation and means for validating experience? What is the time frame for the Learning Contract? Short –term educational? Or long-term for employment needs?