You are here

Learner-Centered Classroom Practices and Assessments

Learner-Centered Classroom Practices and Assessments
Maximizing Student Motivation, Learning, and Achievement

January 2007 | 200 pages | Corwin
Learner-centered classroom practices and assessments focus on learning partnerships between teachers and students. Teachers are the role models for continuous learning, and they take on leadership roles within the overall educational system, bringing together students, peer teachers, school staff, parents, and community members to support students in the lifelong process of learning, growth, development, and achievement.

All instructional methods and assessment tools within the learner-centered model are based on research from educational psychology, with core principles addressing cognitive and metacognitive factors; motivational and affective factors; developmental and social factors; and individual difference factors affecting each learner.

This lively new guide to the learner-centered classroom offers teachers a wide range of strategies for teaching and assessment. Included are interactive training exercises for teachers, self-assessments, reflection tools, a generous collection of illustrations, glossary, research resources, index, and more.

About the Authors
1. What We Know About Learning
How Do You Learn Best?

What Does the Evidence Show About Supporting Natural Learning?

Teachers and Students as Co-Learners: An Invitation

What’s Next?

2. What Is Learner Centered From an Evidence-Based Perspective?
What Does “Learner Centered” Mean?

Seeing the Big Picture: Education as a Complex Living System

Domains of Schools as Living Systems

The Learner-Centered Model

What Are the Learner-Centered Principles?

Factors Affecting Learners and Learning

What’s Next?

3. What Teachers and Students Tell Us About Learner-Centered Practices
What Teachers Have Recognized About the LCPs

Translating the LCPs Into Practice

The LCPs, Testing, and Accountability

What Do the LCPs Mean for Teaching and Learning?

What the Evidence Shows: Characteristics of Effective Teachers

What Students Say

Strategies for Honoring Student Voice

Forming a Student Union

Involving Students in Action Research Projects

Students as Meaningful Partners: International Evidence


What’s Next?

4. The Learner-Centered Principles: One By One
Domain 1: Cognitive and Metacognitive Factors

LCP 1: Nature of the Learning Process

LCP 2: Goals of the Learning Process

LCP 3: Construction of Knowledge

LCP 4: Strategic Thinking

LCP 5: Thinking About Thinking

LCP 6: Context of Learning

Domain 2: Motivational and Affective Factors

LCP 7: Motivational and Emotional Influences on Learning

LCP 8: Intrinsic Motivation to Learn

LCP 9: Effects of Motivation on Effort

Domain 3: Developmental and Social Factors

LCP 10: Developmental Influence on Learning

LCP 11: Social Influences on Learning

Domain 4: Individual Differences Factors

LCP 12: Individual Differences in Learning

LCP 13: Learning and Diversity

LCP 14: Standards and Assessment

Finding Examples of LCPs in Your Own Practices

What’s Next?

5. Learner-Centered Practices
Turning Principles Into Practices

Glasser’s Six Conditions for Quality Schoolwork

Classroom Climate

Relevance of Learner-Centered Practices in the Context of Standards and Assessment

The Achievement Gap Issue

What Students Say About the Achievement Gap


What’s Next?

6. Effective Learner-Centered Practices
Effective Learner-Centered Practices for Students in K–3

Effective Learner-Centered Practices for Students in Grades 4–12

What Happened to “Classroom Management”?

Strategies for Creating Learner-Centered, Resilient Classrooms

Insights and Reflections: What Needs to Change in My Classroom?

What's Next?

7. What Tools Do I Need to Become Learner Centered?
Who’s in Charge of My Learning?

Who’s in Charge of Students’ Learning?

Implications for Practice

Implications for Policy

The Learner-Centered Surveys

Characteristics of Learner-Centered Tools

The Assessment of Learner-Centered Practices (ALCP):Tools for Creating Learner-Centered Classrooms and Departments

Research-Validated Definition of “Learner Centered”

ALCP Feedback Process for Teachers

Understanding Sample ALCP Feedback: Table of Teacher Variables Compared to the Learner-Centered Rubric for One Teacher

Becoming a Magnet for Change in My School and District

Reassessing My Beliefs

What Is My Vision for Schools?

My Plan for a Learner-Centered Classroom

How Can I Manage Resistance to Change?

Obtaining the Necessary Support for Learner-Centered Schools

Where Do I Go From Here?

Resource A: Teacher Strategy Ideas
Resource B: Contacts: Learner-Centered Projects and Schools
Resource C: Books and Journals Worth a Read
Resource D:Learner-Centered Glossary: Some Definitions

"This book offers practical suggestions for how to create a learner-centered environment, which I believe teachers want to do—they just need to know how!"

Judi Elman, English Teacher
Highland Park High School, IL

"I loved the connections that were made between the suggested practices to improve teaching and real life uses of those practices!"

Brigitte Tennis, Head Teacher
Stella Schola Middle School, Redmond, WA

"This is one of the most well-written books on educational theory that I have read, because it goes to the heart of teaching—the students."

Betty Brandenburg Yundt, Fifth Grade Teacher
Walker Intermediate School, Fort Knox, KY

"Well-organized, it practices what it preaches. The authors used varied techniques to build the readers' understanding of learner-centered concepts, techniques, and advocacy. The evidence for learner-based principles and techniques provides credibility to the concepts."

Ellen Carlton Herbert, Teacher
Longview High School, TX

Sample Materials & Chapters


Chapter 1

For instructors

This book is not available as an inspection copy. For more information contact your local sales representative.

Purchasing options

Please select a format:

ISBN: 9781412926911
ISBN: 9781412926904