Design for student centered learning

Worldbuilding

by Maeve Panda

Netiquette

by Ryan Smith

The Industrial Revolution

by Joseph Reynolds

Organizational Behavior

by Radwan Hussein

How can I develop a student centered learning environment to inspire students to achieve critical thinking skills?

Collaborative Learning Community

Peer Review

Crticial feedback to improve through co-teaching approaches and collaboration

Assess learning enviroment

Assess instructional formats

assess implementations

Faculty Development Stratigic Plan

Classroom PLanning

Motivate

engage

Manage

Technology

Workshops for training

new innovations

Constant changes

Pedagogy

eduction research

education theory

provide oppertunities for research

mentor faculty

leadership

effective teaching

Strategic planning

Professional learning communities

cross discipline

Pedagogical knowledge

understanding of the learning process

discipline specific

Content knowledge

knowledge of the facts, principles and methods within the discipline

Differentiated Instructional Resources

Idenify Students Streghts

Important Relationships

professional

Academic

Social

Learning Styles

Interest

Concider variety and Diversity of students

Learning Preferences

other characteristics

Age

Experiences

Ethnic/Racial backgrounds

abilities/disabilities

Reduce Barriers in curriculum

Minimize the need for Modifications with UDL

Identify curriculum access points

Product

Balanced assignments

Student selected projects

Homework options

Offer student choice to reflect learning style and interest

Teacher assigned

learning contracts

Variety of assessment

Ongoing

interactive process

Summative

evidence of student learning

evalluates content learned

Formative

Journal/portfolio

Feedback to improve learning

redirect instruction

plan instruction

Process

Establish learning stations

independent learning activities

Inquiry based

Establis activities to target all learners styles

Provide access to variety of material

flexible grouping

Content

Choose Broad instructional concepts and skills for understanding at various levels of complexity.

Frame assignments into sequential managable parts

Use variety instructional delivery methods

Encourage thinking on various levels of Blooms Taxonomy

Pre-test

Multple means of

Representation

Engagement

Expression

Reflection-in-action

Evaluation of assessment

Computer-Adaptive Assessment Software (CAAS)

formative assessment

Identifies misconceptions

Identifies weakness

Standard based accountbaility

reliable

Valid

Teacher portfolio/journals

research

Teaching philosophy

collaboration with instructors

Resources Physical and online

Online

resource centered web page

Required assignments

online learning modules

web tutorials

Physical

Clinical Rotations

Observation and reflection

Demonstration of competancy

time frame

classroom

bookshelves

computers

desks

groups/regroups

Learning/Teaching Styles

Academic advising

Positively reflects retention

Challenges students to take advantage of oppertunities

Facilitates communication

Developmental process

Comminted to student development

Teaching Methods

constructivism

Transformation

theory of learning

Problem based Learning

develop

Teamwork

Communication skills

Clinical PBL

encourage

self appraisal

self directed learning

Active learning

Case Based Instruction

Active learning and reflecting

integrate skills and knowlege

Scenerios or situations

Professional setting

Safety

Patient care

Ethics

Concept mapping

Ven Diagrams

compare and contrasts

Graphic organizer

Represents complex relationships

Promotes problem soling skills

Promotes critical thinking

Self directed learning

Learning Contracts

Learning expectations

Students take more responsibility

What a learner will achieve

Self evaluations

Journal/Portfolio

Empowers students in control

Students identify strengths and weaknesses

evaluate progress

Progress evaluations

Clinical logs

Locate resources

Set goals

idependent learning

Questioning Stratagies

Assist students in applying knowlege

low level questioning does not promote critical thinking

Key Part to Blooms Taxanomy

Progression of active thinking and assimilating information

Aimed at higher cognitiv skills

Evidence base of higher levels of learning

empowered to critically think; process, analyze, synthesize, criticize, apply and solve problems.

tiered actions to demonstrate higher leveles of thinking

Sequence learning outcomes

Problem solving

Desicsion making

Develop critical thinking

Lecture

Incorperate active participation in group discussion

Encourage smalle group or partners

Ability to cover large amounts of information

passive learning

teaching styles

Authentic assessment

Final assessment

criterion referenced

Assessment durring learning

Performance-based assessmenet

rubric

Pre-assessment

Learning style

Content knowlege base

Interest survey

Content access design

Identify Standards

Student should perform

Students should learn