Learning Centered Classrooms

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INSTRUCTIONAL PHILOSOPHY: LEARNING-CENTERED CLASSROOM

Three themes of the Learning-Centered Classroom

High Challenge

Active Learning

Diversified Instruction

Strategies that Promote Learning-Centered Classroom Practice:

High Challenge

Raise expectations for all students

Identify standards, benchmarks, performance activities and assessments for student achievement in the written curriculum document

Use new research that delineates new strategies that help underachieving students learn curriculum material at grade level expectation

Promote higher level thinking skills through curriculum that is based on inquiry, problem-solving, and application of key knowledge, issues, and concepts

Provide opportunities for enrichment

Active Learning

Emphasize that the process of acquiring knowledge and the development of concepts, skills, and attitudes are of fundamental importance.

Design learning experiences that include opportunities for cooperative learning and for individual inquiry

Design interdisciplinary curriculum opportunities so that students can understand the connections in the knowledge they are learning to other fields and to real-world applications

Use technology to explore knowledge, to conduct investigations and to produce products

Diversified Instruction

Teach using a variety of strategies and approaches

Use flexible grouping

Use assessment to understand student needs and design responsive instruction

Compact the curriculum for advanced students and provide extended learning opportunities

Use technology to create a learning environment that is responsive to different learning needs

Design school schedules so that they maximize opportunities for active learning and diversified instruction.

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