CREATING AND MANAGING A LEARNER CENTERED LEARNING … · Learner-Centered Instruction In a...
Transcript of CREATING AND MANAGING A LEARNER CENTERED LEARNING … · Learner-Centered Instruction In a...
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2018 STARTALK Spring Conference
CREATING AND MANAGING A LEARNERCENTERED LEARNING ENVIRONMENT
University of Nebraska-Lincoln
Ali Moeller
Xianquan Liu
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SESSION OUTCOMES
• Icandescribestrategiesthatbuildpositivestudentteacherrelationshipsinthelanguageclassroom
• Icandescribeclassroommanagementapproachesthatfocusandengagealllearnersinthelearningprocess
• Icanidentifyandusetechnologytoolsthatprovideformativefeedbackandinvolvelearnersininteractivelearningtasks
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?• STARTALKPrinciple:FacilitatingaLearnerCenteredClassroom
• SessionFocus:CreatingaLearner-CenteredClassroom
• KeyWords:ClassroomManagement;LearnerCenteredness;PositiveLearningEnvironment
WHY THIS SESSION?
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What is a Learner Centered Classroom?
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Learner-Centered InstructionIn a student-centered class, students:
•don’t depend on their teacher all the time•communicate with each other•value each other’s contributions•they cooperate and learn from each other•don’t decide what they want to learn •work alone, in pairs or in groups
A student-centered classroom may be teacher led:
•teacher gives instructions•helps with pronunciation•gives feedback•offers suggestions•makes corrections
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•planner•learning environment creator•motivator•assessor•facilitator•guide
Role of the teacher
Learner-Centered Instruction
Role of the student
•participant•listener•doer•self-assessor•learner
http://www.learner.org/libraries/tfl/french/terry/analyze.html
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Control
In a learner-centered classroom, the teacher gradually releases control of the learning to the learners
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Motivation3 elements of motivation–Autonomy–Competence–Relatedness
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Relationship with learners (relatedness)
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Relationships are Important
§ Relationship does NOTmeanfriend
§ Establish trust§ Students will not want to disappointyou.
§ Students morelikely to participateinclass.
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Learning is cognitive and emotional
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The Importance of “Showing Care”
Relationship-buildingisidentifiedas“themostimportantfactorineffectiveclassroommanagement”(Holt,Hargrove&Harris,2011)
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To establish relationships…
§ Find outwhat students areinterested in
§ Participate inactivities with students
§ Talk with them before class
§ Askif they areokaywhen they seem down
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Knowing your students
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Fostering positive peer relationships
TeamBuildingideas
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Choice/Voice (autonomy)
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Task based instruction (competence)
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Information Gap Pair Work1.Eachpartner(A&B)hasapictureofamale2.Thereare10differencesinappearancebetweenthepicturesthatpartnerAandpartnerBhave
3.Usingonlythetargetlanguageenhancedbyanynon-verbalsorstrategiestrytoidentifythe10differencesbetweenthesetwomen
4.Circlethedifferencesasyouidentifythem5.Youhavefiveminutestocompletetheactivity
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Pair Work
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Numbered Heads Together
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Numbered-Heads Together§ Teachergivesaquestionstowholeclass.
§ Allstudentshavethinking+writingtime
§ Studentsputheadstogether…discussuntilconsensus.
§ Teacherselectsanumberatrandom
§ Numberedstudentsrespondinavarietyofways.
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Howcanweasteachersestablishclassroommanagementinourclassroom?
§ Settingupthephysicallayoutoftheclassroom.§ Developingrulesandroutines.§ Planandimplementengaginginstruction.§ Involvinglearnersactivelyinfirstfourminutes§ Developingrelationshipwithandamongthestudents§ Addressdisciplineissueswhentheyarise.
(Garrett,2013pg.48)
Establishing Classroom Management
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Clock Partner
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Popsicle…
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Getting Students Talking
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Authoritarian vs Authoritative
• Dictatorial&unresponsivetostudentneeds• Highstandardsandempathetic&supportive
Authority+Warmth
Warmthority
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GOLDEN Rules• Befriendly,butfirm• Beanally• De-escalateratherthanDe-fensive• Balanceauthorityandapproachability• Modelcorrectbehaviorandrewarditinstudents• Keepcoolanddon’tbebaited• Beawareofyourvoiceandnon-verbals
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Fair and firm enforcement of rules with a dash of humor
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Relate to Learners
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Behaviors
• Minormisbehaviors–Noisiness,socializing,daydreaming
• Moreseriousmisbehaviors– Arguing,failingtorespondtodirective
• Nevertoleratedmisbehaviors– Stealing,intentionallyhurtingsomeone,destroyingproperty
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Cellphonestorage
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Keep calm
§ Haveacalmoutlook.Ifyoucan'tleavetheroombutaregettingannoyed,countsilentlybackwardsfrom10andcollectyourself.
§ Smile,communicatecalmandconfidence
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Adjust the Volume
§ Withloudclasses,avoidraisingyourvoice
§ Loweringyourvoicecanbemuchmoreeffective.Ifthevolumeofyourvoiceisalwayshigh,itlosesitseffectanddoesn'thelptocontrolthesituation
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Move around • Yourpresenceisextremelypowerful
§ Movearoundanddon'tallowthestudentstobecomedistracted.Talktothemabouttheirtask.Givethemadefiniteindicationregardingwhenyouwillbebacktocheckontheirprogress.Forexamplesay:"I'dlovetoseehowyouanswerthenextquestionwhenIcomebackinafewminutes”
§ Thenwalkandvisitanotherstudent/pairbutmakesureyoucomeback
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It's your classroom
§ Controlyourspace
§ Standatthedoorastheyenter.Talk,changemoods.Greetthestudentsandmakeeyecontact
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Be positive
§ Dealwithlow-leveldisruptionsbyusingpositivelanguage"Wedon’tusecellphonesbecauseitdistractsyoufromfullyengaginginthelearningprocess."
§ Itdoesn'tgivethelearnertheopportunitytooptoutbutalsosetstheexpectation
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Have routines
§ Havingaroutineinyourclassroomcanhelp.Studentsneedtofeelsecureintheirclassroomandwiththeiractivities.
§ Startandendwithcandostatementsthatareperformancebasedlearningoutcomesthatpromotemotivationandself-assessmentandself-regulation
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Pyramid of Responses• Donothing
• Proximity
• Callonthem
• Pausemeaningfully
• Genericplenarycomment
• Privatetalk
• Papertrial
• Publicconfrontation
• Exclusion
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Non Verbal Intervention
• The”teacherlook”
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Level 1 Interventions
§ Teacher look
§ Proximity
§ Tap desk
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§ Quiet one-way conversation while otherstudents arebusy
§ Whole group positivecorrection
§ “Thanks for keeping your
computers closed”
§ Thanks for listening to the speaker
Level 2 Interventions
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§ Public Correction– “Ricardo,Ineed your eyes uphere.Thank you”– Then keep going!– These should bespecific phrases
§ Hallway– Send the student to the hallway– Get other students started– Go have aprivate conversation with the student– Use“I”phrases– Setupaquick game plan– Let the student get adrink before coming backinside
Level 3 Interventions
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§ Office– Usethis sparingly!– Follow upwith student/administrator
§ After school detention– Make it productive– Have aconversation (Boys v.Girls)– Help the student formulate the solution to theproblems he/she is experiencing intheclassroom.
– Clean slate when they comeback
Level 4 Interventions
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“Withitness” Factor– Kounin, 1970
Knowwhat’sgoingonallovertheroom&studentsknowtheteacherknows
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“Withitness” Eyes & Ears EverywhereHone observational skills
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Teacher Observation
§ Rethink“monitoring”à thinkofgroupworkasanobservationalopportunity
§ Achancetoseehowstudentsinteractanduseinformationtoguideclassroommanagement—acknowledgequestionswitheyecontact,nod,handgesture– Seeaproblem,stepupandguide– Don’tlinger(lessthan30seconds)– Listenbeforejumpingin
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Observing Students in Action
§ Useyoureyes:visuallyskim
§ Useyourears:eavesdropping
§ Useperspective:movefronttobackandsidetoside
§ Useproximity:standoff—wideangleview– Standclose—inconversationaldistance
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Building Learner Centered Classroom through Digital Tools•PearDeck
ExampleSlides
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Building Learner Centered Classroom through Digital Tools• SockPuppet
sockpupptexample
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Building Learner Centered Classroom through Digital Tools• Seesaw
SeesawLink
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Learner engagement
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Can-Do Statements
• Icandescribestrategiesthatbuildpositivestudentteacherrelationshipsinthelanguageclassroom
• Icandescribeclassroommanagementapproachesthatfocusandengagealllearnersinthelearningprocess
• Icanidentifyandusetechnologytoolsthatprovideformativefeedbackandinvolvelearnersininteractivelearningtasks