To promote literacy and language learning educators need to provide a variety of learning opportunities that are engaging, fun, as well as educational (Christie, Enz & Vukelich, 2010) while giving even the youngest of students the opportunity to participate in the development of their curriculum and learning experiences. The learner-centered design resonates experiential curriculum. The greatest benefits of the application of learner-centered instruction is the type of learner it creates. The learner moves from being a reactive recipient of knowledge to a proactive procurer for information who are inspired through the application of learner-centered instruction demonstrate a greater awareness of themselves and their responsibility to contribute to their society and community. Additionally, these learners develop the characteristics of “persistence, independence, self-discipline, self-confidence and goal-oriented” (Atherton, 2009, p. 1) as well as evolving their leadership skills. “One of the most important tasks of the teacher is to raise student awareness of their roles in learning” (ibid., p. 1).
Weimer (2002) defines learner centered curriculum as putting the content in the hands of the students as they define their assignments, choose their textbooks, create their classroom policies and even determine the assessments. Content within courses is used not to simply assimilate information but to define learning skills as students are molded into passionate self-directed learners who are capable of determining their strengths and weaknesses. Within the realm of learner centered curriculum, instructors are encouraged to discover the best active learning practices in positive classroom environments which consist of involvement and personalization and educators are those individuals who coach students to learn from failures and to evolve into intrinsically motivated people.
Even the smallest and youngest of learners can participate in learner centered instruction, allowing them to make the choices of their curriculum and participate in their learning experiences. Through this process, students participate with their teachers to reflect on their learning process and share the responsibility of their learning (Kearsley & Shneiderman, 1999). When working with younger students, educators need to gather more information about student background and experiences to help guide the instructional process as well as helping students to develop goals that are relative to them.
Allison, a first grade teacher, provided just such a learning climate for her students as she integrated learning centered instruction and literacy in her classroom. As each new unit started, Allison presented a plan to her students and allow them to choose the activities to meet the state imposed regulations for language acquisition. One such option chosen by the students was to participate in book publishing. A crowd of 26 first graders excitedly helped to create the activities around their unit with some guidance from their instructor.
The publishing unit began with a guest author attending the classroom. The author was a local man who had published a children’s book. He first read the story to the children as they swarmed around him in a circle. Following the story time, he signed and gave a copy to each child who then were asked to look through the book and ask any questions they could think about the publishing process. The author patiently answered each question and then finished his presentation by explaining the process by which he authored a children’s book. Before he left, he invited every student to attend a book signing at the local bookstore.
Allison then provided students with an area entitled ‘Book Publishing’ where students were provided with markers, pencils, notebooks, watercolors, paste, word charts, children’s picture dictionaries and a variety of other resources including ‘rough draft books’ made out of lined paper stapled inside of construction paper. She also met individually with each student, working through a story. First, the student wrote their own story in their rough draft book followed by a meeting with Allison where they dictated their story to her as she wrote down each word. Next, students met with helpers to decide a good place to add punctuation or to break, in essence breaking up their text into pages. Lastly, another parent volunteer typed each manuscript into the computer and printed out several copies for each student. The copies were then shared with the art teacher to help students decide on their favorite method of illustration. After the illustration phase, Allison had all of the copies hard bound professionally. The culminating evening was hosted by the local bookstore where children read their stories to the crowd just as the visiting author had done.
Click on image for a lesson plans and teaching resources.
Through this methodology, students learned not only specific words but the concept of language behind the words. They were introduced to the publication process, language learning, word development, syllables, sounding out words and even had opportunities to read their own publications. Students also gained essential exposure between language acquisition and language learning through the practice of both the written language and oral language. Schutz (2012) posits the most essential piece of language acquisition is the natural assimilation into the environment including the target language and culture which needs to occur on a highly personal level. Through this process, the learner not only develops means for communication but enhances their self-confidence.
Learner centered classrooms help to enhance the development of language acquisition skills and develop meaning for students through allowing students to set their own goals. Teachers also make lesson plans that are flexible to meet the needs of students while accommodating opportunities to develop language. Additionally, the classroom atmosphere is one which is warm and inviting to the learning experience, encouraging students to participate. Students are invited to ask questions and to share their work with other students while practicing and enhancing their oral language skills (Kearsley & Shneiderman, 1999). Lastly, students are introduced to a variety of print, resources and communication skills, both written and oral, which further develop their language acquisition process (Christie, Enz & Vukelich, 2010).
Jane, a librarian, integrated mesmerizing displays full of print and games to enhance the development of language within her elementary school where the books, both fiction and non-fiction, were arranged according to skill levels and her displays matched the season. For example, when Halloween rolled around, Jane created a corner of the library where the shelves flowed with books related to Halloween. The décor around this area consisted of spooky webbing, spiders, witches hats and bats dangling from the ceiling tiles. Characters from the books were copied and hung on the walls as students were encouraged to match the characters to the books. For older students, there were Halloween book clubs, games and other activities to boost language acquisition such as vocabulary. The highlight event occurred each day during the three lunch hours. Students were invited to join read aloud with the Wicked Witch who read and told Halloween stories in character.
With the beginning of each new season, the library witnessed an increase in the borrowing of books. Students demonstrated a greater ability to choose age and ability appropriate books. Vocabulary increased. Yet, most importantly the enthusiasm over reading increased substantially. Students discussed the origins of holidays and seasons. They learned about traditions within their community, like the beginnings of the Boo Ball. Students were encouraged to integrate their knowledge from their library experience into written pieces within their individual classrooms.
Students can effectively assist educators even in the development of goals and objectives. However, before developing objectives both educators and students should be aware of the process to develop valuable objectives. Moore (2012) identifies three levels of specificity for the creation of objectives which are educational, information and instructional. Objectives contain certain elements which contribute to a powerful educational guide. These elements consist of performance, product, conditions and criteria.
The essential nature of education is that students must apply what they have learned in real world applications. Education cannot be merely a transfer of information but must be aimed at an active use. Understanding is the ability to call back information and demonstrate the skill when needed whether in the classroom or another situation. The challenge for educators is determining an adequate absorption of material in order to use it in the correct situations. Therefore, assessment becomes the keystone of any effective planning.
The use of assessment in learning takes place from the planning phase through the completion of the lesson or unit (Gregory & Chapman, 2007). Instructors need assessment in determining students’ strengths, previous knowledge and what they need to know prior to the lesson. Throughout the instruction, assessment continues as teachers determine the acquisition of the knowledge as well as the integration of it into existing scaffolds (Christie, Enz & Vukelich, 2010).
Teaching is a demanding occupation which requires more and more upon the individual. Moore (2012) advises prospective teachers of the needs to have “a basic understanding of effective teaching, effective teaching skills, diversity, accountability, professional standards, licensure requirements and educational law” (p. 1). Our schools reflect the needs of our diverse society which continues to place additional demands on the classroom. However, the foundational characteristic for an educator is to be organized and plan ahead while continuing to learn from their experiences.
References
Atherton, J. (2009). Learning and teaching; learning contracts. Retrieved from www.learningandteaching.info/teaching/learning_contracts.htm
Christie, J. F., Enz, B. J., & Vukelich, C. (2010). Teaching language literacy: Preschool through the Elementary Grades. Upper Saddle, NJ: Allyn and Bacon.
Gregory, G. & Chapman, C. (2007). Differentiated instructional strategies: One size doesn’t fit all. (2nd ed.). Thousand Oaks, CA: Corwin Press.
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory. Retrieved from http://lfonetwork.uoregon.edu/educators/learner-centered-classrooms/
Moore, K. D. (2012). Effective instructional strategies: From theory to practice (3rd ed.). Thousand Oaks, CA:Sage Publications.
Schutz, R. (2012). Language acquisition – language learning. Retrieved from http://www.sk.com.br/sk-laxll.html
Weimer, M. (2002). Learner centered teaching: five key changes to practice. San Francisco, California: Jossey Bass.
By Tracy Atkinson
Tracy Atkinson, mother of six, lives in the Midwest with her husband. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and a master’s in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners. She has published several titles, including Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.
Comments are closed