Academic Catalog

LINC 57: DESIGNING LEARNER-CENTERED INSTRUCTION

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 1
Hours: 1 lecture per week (12 total per quarter)
Advisory: Basic computer skills and knowledge of Macintosh or Windows operating systems; familiarity using Web browsers, email, bookmarking, searching and downloading.
Degree & Credit Status: Degree-Applicable Credit Course
Foothill GE: Non-GE
Transferable: CSU
Grade Type: Letter Grade (Request for Pass/No Pass)
Repeatability: Not Repeatable

Student Learning Outcomes

  • Analyze effective learner-centered classroom environments
  • Integrate Common Core standards and 21st century skills into learner-centered classrooms
  • Establish a system for pre-course contacts to ensure that learners have necessary course resources in a timely manner.
  • Analyze teaching methods used for learner-centered instruction

Description

Educators will examine the learner-centered approach to teaching in order to create transformative experiences for students. Educators develop the skills and conceptual knowledge for instructional design and creating student-centered learning activities that meet Common Core and content standards. Topics addressed include how learning happens, the role of educational technologies in student engagement, and effective modifications to existing instructional material. Following the learner-centered classroom guidelines, educators will create a multidisciplinary unit of instruction that is aligned to teaching standards and include both formative and summative assessments.

Course Objectives

The student will be able to:
A. Analyze effective learner-centered classroom environments
B. Integrate Common Core standards and 21st century skills into learner-centered classrooms
C. Analyze teaching methods used for learner-centered instruction
D. Evaluate the efficacy of integrating different technology tools to create learner-centered instruction
E. Create units of instruction that are learner-centered and integrate technology with Common Core standards

Course Content

A. Define a learner-centered approach and a learner-centered classroom
1. Compare learner-centered to teacher-centered instruction
a. Role of the teacher in the learner-centered classroom
1) Resource
2) Provider of challenge
3) Facilitator
b. Role of the student in the learner-centered classroom
1) Self-directed learner
2) Critical thinker
3) Collaborator
4) Learner who takes personal responsibility
5) Reflective learner
B. Analyze the learner-centered classrooms in terms of meeting Common Core standards and 21st century skills
1. Determine how student-centered classrooms provide an environment for meeting Common Core standards
2. Determine the 21st century skills nurtured in a student-centered classroom
C. Analyze teaching methods used for learner-centered instruction
1. Active learning
2. Collaborative learning
3. Inductive learning
a. Inquiry-based
b. Case-based
c. Problem-based
d. Project-based
e. Discovery learning
D. Examine how to integrate technology tools to facilitate learner-centered learning
1. Use hand-held devices, tablet computers
2. Web 2.0 tools
3. Software
E. Create a unit of instruction
1. ADDIE instructional design model
a. Analyzing learning needs, goals, tasks, audience
b. Designing instruction, selecting methods
c. Developing instructional materials, resources
d. Implementation plan
e. Evaluation methods (summative and formative)
2. Inquiry-based/essential question
3. Standards/goals selection
4. Assessment development
5. Activities for teaching and learning

Lab Content

Not applicable.

Special Facilities and/or Equipment

A. When offered on/off campus: Lecture room equipped with LCD projector, whiteboard, and a demonstration computer connected online. Computer laboratories equipped with online PCs and/or Macintosh computers, network server access, and printers.
B. When taught via the Internet: Students must have current email accounts and/or ongoing access to computers with email software, web browsing capability, FTP program, and access to the World Wide Web.

Method(s) of Evaluation

The student will demonstrate proficiency by:
A. Developing an integrated learner-centered, technology enhanced lesson plan or project.
B. Presenting the project to peers.
C. Making constructive contributions to class discussions.
D. Evaluating their course project.

Method(s) of Instruction

During periods of instruction the student will be:
A. Listening actively to lecture presentations delivered in a learner-centered instructional style.
B. Participating in facilitated discussions of readings or video presentations.
C. Engaged in collaborative learning using computer-based tools or social media to record notes or reflections and sharing ideas with peers.
D. Presenting in small group and whole class meetings.

Representative Text(s) and Other Materials

Dirksen, Julie. Design for How People Learn. 2nd ed. Berkeley, CA: New Riders, 2016.

 

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Writing assignments include an instructional project plan, peer evaluations, and critical analysis of other educational projects.

B. Outside assignments include conducting project development, writing the instructional plan, reading, and participating in online peer collaboration activities.

C. When taught online these methods may take the form of video, audio, animation and webpage presentations. Assignments will be submitted online as well.

 

Discipline(s)

Instructional Design/Technology, Education