Learner-centered instruction: Building relationships for student success

Learner-Centered Instruction: Building Relationships for Student Success

Volumn , Issue , 2010, Pages 1-209

  Cornelius White, Jeffrey H D ^a   Harbaugh, Adam P ^b  

^a MISSOURI STATE UNIVERSITY   (United States)

^b UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84949777035     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781483349183     Document Type: Book

References (459)

1. The learner-centered psychological principles are available from http://apa.org, currently at http://www.apa.org/ed/lcp2/lcp14.html.
2. The Assessment of Learner-Centered Practices (ALCP), used in many of the meta-analyzed studies, has recently been made available online by the Challenge to Raise Your Students' Motivation and Achievement at http://www.charysma-online.com. Shortened versions of some ALCP subscales are also available in McCombs and Miller's Learner-Centered Classroom Practices and Assessments: Maximizing Student Motivation, Learning, and Achievement (2007).
3. The inexpensive, but reliable and valid, Questionnaire for Teacher Interaction (Wubbels, 1993) has been the subject of many research studies around the world. It provides measurement of student, teacher, and ideal perspectives in relation to normative data. Chapter 5 describes the classroom management model on which this instrument is based.
4. Stringer's (1996) clearly written Action Research emphasizes practical community applications, explaining ways to conduct research to improve practice. Additionally, Emerging Technologies (http://www.emtech.net/actionresearch.htm) provides a repository of Web sites dedicated to action research.
5. Angelo and Cross's Classroom Assessment Techniques (1993) present an accessible collection of assessments teachers can use to assess and improve many elements of their instruction.
6. The Person-Centered Approach in Higher Education provides articles, discussion boards, and other resources: http://elearn.pri.univie.ac.at/pca.
7. Kathy Greenberg (Fickeisen, 1991) developed helpful lists of elements to foster scaffolding, mediation, and self-regulation: http://www.context.org/ICLIB/IC27/Greenbrg.htm.
8. Brooks and Brooks's In Search of Understanding: The Case for Constructivist Classrooms (2001) provide a concise and convincing summary of ways teachers can effectively teach from a constructivist perspective.
9. See http://www.edinformatics.com/news/teenage_brains.htm for more information and interesting visual depictions of this process from MRI studies on how brain development occurs across the beginning decades of life.
10. Gazda et al.'s Human Relations Development: A Manual for Educators (2005) and Carkhuff's Human Possibilities: Human Capital in the 21st Century (2000) provide classic texts on human relationships development for teachers, chock-full of useful tools to improve warmth, trust, empathy, and realness.
11. Counseling training programs and materials, particularly in person-centered or experiential therapies, provide a wealth of videos, articles, and discussion communities for building facilitative dispositions and skills. See http://pce-world.org, http://www.adpca.org, and http://www.pfsonline.at for portals to these resources.
12. There is no substitute for observing, practicing, and getting feedback on one's attempts to be facilitative, whether in entire class discussions or individual interactions with students, administrators, parents, or others. We encourage you to seek out role models and mentors in your area and conscientiously improve your ability to help others learn and grow!
13. Brewster and Fager (2000) provide accessible suggestions on how to increase student engagement: http://www.nwrel.org/request/oct00.
14. Theroux (1994/2007) offers a condensed list of 21 strategies at http://members.shaw.ca/priscillatheroux.
15. There are many guides for how to conduct brainstorming exercises online, such as at http://www.mindtools.com/brainstm.html or http://www.businessballs.com/brainstorming.htm.
16. Slavin's Educational Psychology: Theory and Practice (2000, pp. 204-211) suggests the use of specific instructional strategies-note taking; underlining; summarizing; outlining; mapping/figure drawing; Preview, Question, Read, Reflect, Recite, and Review method (PQ4R); solving relevant/authentic problems; activating/reflecting on prior knowledge; and applying advance organizers and metaphor construction-to increase self-regulated learning. Learn more about these techniques by searching online.
17. Raffini's 150 Ways to Increase Intrinsic Motivation in the Classroom. (1996) presents 150 practical alternatives to rewards and punishments to increase engagement for students of all ages.
18. In Creating Highly Motivated Classrooms for All Students, Ginsberg and Wlodkowski (2000) discuss culturally responsive ways to increase motivation.
19. The Seattle Post Intelligencer has prepared an excellent summary of the research on the discipline gap (http://seattlepi.nwsource.com/disciplinegap).
20. Evertson and Weinstein's (2006) comprehensive Handbook of Classroom Management: Research, Practice, and Contemporary Issues contains 47 chapters and provides numerous resources consistent with LCI.
21. Visit the Discipline for Promoting Responsibility and Learning (http://www.marvinmarshall.com) or Self-Determination Theory (http://www.psych.rochester.edu/SDT) Web sites for additional learner-centered classroom management resources.
22. Prescribed teaching of critical thinking skills can improve learning, particularly for those learners who recognize the value to their own lives. Critical thinking, metacognition, and self-regulation are discussed at length in other texts (e.g., Elder & Paul, 2001; Halpern, 2003; Unrau, 1997).
23. For specific applications of Bloom's cognitive levels in the classroom, particularly those higher levels they may be missing, readers should consult any number of Web sites available (e.g., http://www.coe.uga.edu/epltt/bloom.htm).
24. Marzano and Kendall's (2006) The New Taxonomy of Educational Objectives provides a valuable extension of Bloom's taxonomy.
25. You can find larger lists of critical thinking question stems at http://www.teachers.ash.org.au/researchskills/dalton.htm.
26. Visit the Teaching Tolerance Web site at http://www.tolerance.org to find exercises appropriate to different levels of instruction (preschool to graduate school) and order free posters, pedagogy kits, and Academy Award-winning documentaries.
27. Readers can consult many online sources for specific suggestions for differentiating instruction (e.g., the National Center for Accessing the General Curriculum [NCAC] publications at http://www.cast.org/publications or http://www.greenfield.durham.sch.uk/differentiation.htm).
28. Go to https://implicit.harvard.edu/implicit/demo/takeatest.html to discover more information on implicit biases in yourself and others.
29. The journal Theory Into Practice has many free articles available online, like Bansberg (2003), concerned with learner-centered literacy initiatives: http://findarticles.com/p/articles/mi_m0NQM/is_2_42/ai_102696730/print.
30. Many Web sites provide information for teachers concerned about how to engage issues of high-stakes tests, such as understanding pros and cons in their use or advocating for better practices. Here are some examples: http://www.fairtest.org, http://www.alfiekohn.org, http://www.teachers.net, http://www.knea.org.
31. Adventures in Assessment: Learner-Centered Approaches to Assessment and Evaluation in Adult Literacy is available online (http://www.sabes.org/resources/publications/adventures/index.htm) and provides useful approaches to both standardized and alternative assessments for adult and secondary learners.
32. There are several Internet resources on writing and reading across the curriculum. Here are some examples: http://www.pgcps.org/~elc/strategies.html, http://pubs.cde.ca.gov/tcsii/ch1/readingcurriculum.aspx, http://www.thewritingsite.org/resources/curriculum/links.asp.
33. Examples of WebQuests: http://www. http://WebQuest.org (http://webquest.sdsu.edu/taskonomy.html; http://webquest.org) and http://www.suelebeau.com/webquests.htm.
34. Examples of simulations: National Library of Virtual Manipulatives (http://nlvm.usu.edu) and NASA Online (http://www.knowitall.org/nasa/simulations/science.html).
35. Primary Source Learning (http://www.primarysourcelearning.org) provides and shows how to use primary sources in the classroom (see also http://www.sdst.org/shs/library/primary.html).
36. The National Educational Association has released a guide to online teaching (http://www.nea.org/technology/images/onlineteachguide.pdf). Visit the North American Council for Online Learning (http://www.nacol.org) to learn more about virtual classrooms. Visit a University of Vienna Web site (http://elearn.pri.univie.ac.at/patterns) for examples of how online elements prepared by students can be integrated into courses in higher education.
37. Campus Compact (http://www.compact.org) is a national organization devoted to improving community service and civic engagement, especially through service-learning.
38. Manual for teachers to improve reflection procedures in service-learning and formative and summative assessments: http://www.uvm.edu/~dewey/reflection_manual.
39. Johnson and Johnson are leaders in the field of cooperative learning and provide access to many resources and books at http://www.co-operation.org.
40. Gillies's Cooperative Learning: Integrating Theory and Practice. (2007) provides an accessible text introduction to cooperative learning.
41. There is an International Association for the Study of Cooperation in Education. Learn more at http://www.iasce.net.
42. A rapidly growing collection of Web 2.0 sites can be found at http://g02web20.net, including some where you create your own unique wikis, such as wetpaint (http://www.wetpaint.com), or collaborative applications like Adobe Brio (http://labs.adobe.com/technologies/brio) and SlideShare (http://www.slideshare.net).
43. The largest teacher unions are the American Federation of Teachers (http://www.aft.org) and National Education Association (http://www.nea.org).
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