Learner-Centered Classroom Practices and Assessments: Maximizing Student Motivation, Learning, and Achievement

"I loved the connections that were made between the suggested practices to improve teaching and real-life uses of those practices!" —Brigitte Tennis, Head Teacher, Stella Schola Middle School, Redmond, WA "One of the most well–written books on educational theory. Goes to the heart of teaching—the students." —Betty Brandenburg Yundt, Fifth–Grade Teacher, Walker Intermediate School, Fort Knox, KY "Offers practical suggestions for how to create a learner–centered environment." —Judi Elman, English Teacher, Highland Park High School, IL Create a learner–centered environment that promotes individual student achievement! Using core principles of educational psychology, this research–based resource provides instructional strategies and assessment tools that emphasize learning partnerships between teachers and students as they rally support from parents, community, administrators, school staff, and other teachers. The sound psychological foundation of the learner–centered model supports student growth, development, and achievement by focusing on such key factors as cognition, metacognition, motivation, affect, and individual differences. This teacher–friendly guide also features: Interactive training exercises Self–assessments and reflection tools Real–life success stories and models Extensive reproducibles and illustrations A comprehensive glossary and research resources Appropriate for preservice and inservice use, Learner–Centered Classroom Practices and Assessments provides teachers with essential and practical tools for maximizing learning collaborations among teachers, students, and parents.

Table of Contents:
Preface Acknowledgments About the Authors 1. What We Know About Learning How Do You Learn Best? What Does the Evidence Show About Supporting Natural Learning? Teachers and Students as Co-Learners: An Invitation What’s Next? 2. What Is Learner Centered From an Evidence-Based Perspective? What Does “Learner Centered” Mean? Seeing the Big Picture: Education as a Complex Living System Domains of Schools as Living Systems The Learner-Centered Model What Are the Learner-Centered Principles? Factors Affecting Learners and Learning What’s Next? 3. What Teachers and Students Tell Us About Learner-Centered Practices What Teachers Have Recognized About the LCPs Translating the LCPs Into Practice The LCPs, Testing, and Accountability What Do the LCPs Mean for Teaching and Learning? What the Evidence Shows: Characteristics of Effective Teachers What Students Say Strategies for Honoring Student Voice Forming a Student Union Involving Students in Action Research Projects Students as Meaningful Partners: International Evidence Reflection What’s Next? 4. The Learner-Centered Principles: One By One Domain 1: Cognitive and Metacognitive Factors LCP 1: Nature of the Learning Process LCP 2: Goals of the Learning Process LCP 3: Construction of Knowledge LCP 4: Strategic Thinking LCP 5: Thinking About Thinking LCP 6: Context of Learning Domain 2: Motivational and Affective Factors LCP 7: Motivational and Emotional Influences on Learning LCP 8: Intrinsic Motivation to Learn LCP 9: Effects of Motivation on Effort Domain 3: Developmental and Social Factors LCP 10: Developmental Influence on Learning LCP 11: Social Influences on Learning Domain 4: Individual Differences Factors LCP 12: Individual Differences in Learning LCP 13: Learning and Diversity LCP 14: Standards and Assessment Finding Examples of LCPs in Your Own Practices What’s Next? 5. Learner-Centered Practices Turning Principles Into Practices Glasser’s Six Conditions for Quality Schoolwork Classroom Climate Relevance of Learner-Centered Practices in the Context of Standards and Assessment The Achievement Gap Issue What Students Say About the Achievement Gap Reflection What’s Next? 6. Effective Learner-Centered Practices Effective Learner-Centered Practices for Students in K–3 Effective Learner-Centered Practices for Students in Grades 4–12 What Happened to “Classroom Management”? Strategies for Creating Learner-Centered, Resilient Classrooms Insights and Reflections: What Needs to Change in My Classroom? What′s Next? 7. What Tools Do I Need to Become Learner Centered? Who’s in Charge of My Learning? Who’s in Charge of Students’ Learning? Implications for Practice Implications for Policy The Learner-Centered Surveys Characteristics of Learner-Centered Tools The Assessment of Learner-Centered Practices (ALCP):Tools for Creating Learner-Centered Classrooms and Departments Research-Validated Definition of “Learner Centered” ALCP Feedback Process for Teachers Understanding Sample ALCP Feedback: Table of Teacher Variables Compared to the Learner-Centered Rubric for One Teacher Becoming a Magnet for Change in My School and District Reassessing My Beliefs What Is My Vision for Schools? My Plan for a Learner-Centered Classroom How Can I Manage Resistance to Change? Obtaining the Necessary Support for Learner-Centered Schools Where Do I Go From Here? Resource A: Teacher Strategy Ideas Resource B: Contacts: Learner-Centered Projects and Schools Resource C: Books and Journals Worth a Read Resource D:Learner-Centered Glossary: Some Definitions References Index