learner's initiation, not the teacher's initiation, of the ... · PDF fileThe defining...
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A HOME | OVERVIEW | THEORY | STYLES | HISTORY | FAQ | DOWNLOADS | LITERATURE | COLLEAGUES | E-BOOK | CONTACT US ALL | | B | C | D | E | F | G | H | I | J | K | Pre-Impact (T) Impact ( ) ( ) ( ) Post-Impact (LT) The defining characteristic of the Learner-Initiated style is the learner's initiation, not the teacher's initiation, of the learning experience. An individual learner initiates a request to engage in this style and to design a full learning experience making all decisions, including the specific topic to investigate, planning and implementation decisions, and evaluation criteria. The student's role is to keep the teacher informed about the decisions made in the learning experience. In the Learner-Initiated style, the role of the learner is to independently initiate this behavior and make all decisions in the pre-impact, including which teaching-learning behaviors will be used in the impact, and create the criteria decisions for the post-impact. Provided the teacher is qualified in the subject matter, the teacher's role is now to accept the learner's readiness to make maximum decisions in the learning experience, to be supportive, and to participate according to the learner's requests. When Learner-Initiated style is achieved, the following subject matter objectives are reached: To honor the individual who: Chooses to initiate a learning experience to discover, create, and develop ideas in an area of his/her choice Chooses to initiate a multifaceted learning experience Others When Learner-Initiated style is achieved, the following behavioral objectives are reached: Chooses to be independent Chooses to challenge him/herself by assuming the responsibilities for creating his/her learning experience Has a need to go beyond the boundaries of the activities presented to the rest of the class. Others Spectrum Institute for Teaching and Learning The SITL is part of the Lankler Family Foundation - a non-profit 501(c)(3) organization. HOME | OVERVIEW | THEORY | STYLES | HISTORY | FAQ | DOWNLOADS | LITERATURE | COLLEAGUES | E-BOOK | CONTACT US
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Pre-Impact (T)Impact ( )
( )( )
Post-Impact (LT)
The defining characteristic of the Learner-Initiated style is thelearner's initiation, not the teacher's initiation, of the learningexperience. An individual learner initiates a request to engagein this style and to design a full learning experience making alldecisions, including the specific topic to investigate, planningand implementation decisions, and evaluation criteria. Thestudent's role is to keep the teacher informed about thedecisions made in the learning experience.
In the Learner-Initiated style, the role of the learner is toindependently initiate this behavior and make all decisions in thepre-impact, including which teaching-learning behaviors will beused in the impact, and create the criteria decisions for thepost-impact. Provided the teacher is qualified in the subject matter,the teacher's role is now to accept the learner's readiness to makemaximum decisions in the learning experience, to be supportive,and to participate according to the learner's requests.
When Learner-Initiated style is achieved, the following subjectmatter objectives are reached:
To honor the individual who:Chooses to initiate a learning experience to discover, create,and develop ideas in an area of his/her choiceChooses to initiate a multifaceted learning experienceOthers
When Learner-Initiated style is achieved, the following behavioralobjectives are reached:
Chooses to be independentChooses to challenge him/herself by assuming theresponsibilities for creating his/her learning experienceHas a need to go beyond the boundaries of the activitiespresented to the rest of the class.Others
Spectrum Institute for Teaching and LearningThe SITL is part of the Lankler Family Foundation - a non-profit 501(c)(3) organization.
HOME | OVERVIEW | THEORY | STYLES | HISTORY | FAQ | DOWNLOADS | LITERATURE | COLLEAGUES | E-BOOK | CONTACT US
