Teaching and Learning Essentials

Research supports the idea that learner-centered classrooms enhance student learning, social, and emotional outcomes. In these environments, teachers focus on the individual differences and learning needs of children. Then develop a range of instructional activities and learning support to address these needs (Lambert & McCombs). Many educational theories support this approach including Learner-Centered Psychnology Principles (LCP).

Marzano, Pickering, and Pollack (2001), conducted a meta-analysis of research studies on instructional strategies. They identified nine strategies to enhance student performance.

• Identifying similarities and differences
  
• Summarizing and note taking
  
• Reinforcing effort and providing recognition
  
• Homework and practice
  
• Nonlinguistic representations
  
• Cooperative learning
  
• Setting objectives and providing feedback
  
• Generating and testing hypotheses
  
• Cues, questions, and advanced organizers

What learner-centered strategies can be used to help students become more information fluent?

Scaffolding Across the Curriculum

In the chapter Empowered Learning in Curriculum Connections through the Library edited by Stripling and Hughes-Hassell, Violet H. Harada (2003, p. 53) stresses that "scaffolding is a critical strategy that cuts across curriculum and facets of thinking". This guided assistance helps students "bridge the gap between their current abilities and their projected goals."

Harada identified the following specific procedures involved scaffolding (2003, p. 53):

• Model the procedure or process.
• Practice thinking aloud as choices are made. In writing a summary, for example, one would articulate how a topic was selected and the steps in generating a summary.
• Anticipate student difficulties. This involves figuring out in advance the obstacles students might face and discussing them together.
• Provide guided practice that incorporates constructive feedback.
• Use checklists or other forms of assessment to have students examine their own work against established criteria.
• Engage in independent practice. As student research this stage, the instructor gradually moves from a coaching role to that of a supportive listener.

Read Cues, Questions, and Advance Organizers from the NETC's Focus on Effectiveness.
How is this strategy useful in teaching and learning?

Areas to Explore

As you think about providing scaffolding to students, consider the many areas where young people need assistance in developing skills and the approaches that will help build these skills. A few examples are listed below;

Planning

• Goal setting
  
• Project timelines, time management, and pacing charts
  
• Sequencing

Read Setting Objectives from NETC.

Recording Keeping

Record keeping facilitates self-regulation in students by promoting self-awareness.

• Checklist
  
• Error lists
  
• Activity - Turn off spell checker while you write. Turn it on and log your spelling and grammar errors.
  
• Note-taking
  
• Portfolios
  
• Process journals

Environmental

• Seeks information
• Seeks assistance from peers, teachers
• Structures work environment

Human Interaction

• Team planning
  
• Reflective dialogue
  
• Collaborative learning - problem solving, case studies, WebQuests
  
• Peer teaching
  
• Interviewing
  
• Small group sharing and comparing

Self-Evaluation

• Checks progress toward goals
• Compare and select strategies
  
• Check work against rubrics

Self-Motivation

• Finds intrinsic motivation
  
• Self-reinforces
  
• Delays gratification

Think about how you will provide feedback and assistance in each of these areas.

Read Providing Feedback from NETC.

---