Applying Learner-Centered Principles and Strategies: From Face to Face Instruction to a Hybrid Course Learning Format
Author: McDonough, Darlene
Date: 2012-00-00
Type: Journal Articles
Subjects: Blended Learning,Student Centered Learning,Standards,Guidelines,Teaching Methods,Best Practices,Prior Learning,Evaluation Methods,School Districts,Educational Principles,Professional Associations,Decision Making,Student Motivation,Academic Achievement,Metacognition,Learning Processes,Social Influences,Reading Comprehension,Learning Strategies

This paper discusses the transition from traditional face to face instruction to a hybrid format using the newly drafted 8 Standards of the Educational Leadership Constituents Council (2010) as guidelines for the curriculum, the 14 Learner Centered Principles (1997) from the American Psychological Association as elements for instructional delivery. Best practices for the development of comprehension in content areas from transitional face to face instruction in the areas of pre, during, and post reading in hybrid format instruction are used as examples including ways to provide differentiation of instruction (Tomlinson, 1999) These include strategies to increase prior knowledge needed to comprehend the concepts and various assessment methods to demonstrate knowledge gained through student choice of not only the method of presentation by also the topic based on prior knowledge, learning gained during the course, demographics of the school/district, current position, diversity, and interest. The key to providing instruction in a hybrid course is developing an understanding of how adults learn. The American Psychological Association developed 12 Learner-Centered Principles in 1993 which were expanded in 1997 to 14. &quot;Learner centered is the perspective that couples a focus on individual learners--their heredity, experience, perspectives, backgrounds, talents, interests, capacities, and needs--with a focus on learning--the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners. This dual focus then forms and drives educational decision making. Learner centered is a reflection in practice of the Learner-Centered Psychological Principles--in the programs, practices, policies, and people that support learning for all (APA, 1997).&quot; These learner-centered principles are also aligned to the beliefs, characteristics, dispositions and, in particular, the practices created by the instructor. When an instructor embraces these learner-centered principles: 1) learners are included in decisions regarding how they will learn, what they will learn, and how the learning will be assessed; 2) each learner's unique backgrounds, interests, abilities, and experiences are valued, respected, and accommodated; and 3) each learner is treated as a co-creator and partner in the teaching and learning process. The 14 learner-centered principles are classified into four categories: 1) metacognitive and cognitive factors, 2) affective and motivational factors, 3) developmental and social factors, and 4) individual difference factors. As I have transitioned from face to face instruction to hybrid instruction, I have struggled with how to maintain a learner-centered instructional focus and implement the 14 Learner-Centered Principles in this new format while maintaining a focus on the Education Leadership Constitute Council Standards for Educational Administration.