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This learning experience was designed following a Student-centered Learning (SCL) framework, and inspired by the work of Lee and Hannafin (2016) "A Design Framework for Enhancing Engagement in Student-centered Learning: Own it, Learn it, Share it".
Key Framework
Key Framework
What is Student-centered Learning (SCL)?
What is Student-centered Learning (SCL)?
Student-centered Learning (SCL) provides a learning environment and utilizes teaching methods that create opportunities for students to “reconstruct knowledge dynamically in an open-ended learning environment” (Lee & Hannafin, 2016, p. 708).
It combines aspects of the following theories: Self-Determination Theory (SDT), Constructivism, and Constructionism (Lee & Hannafin, 2016).
This Student-centered Learning (SCL) design incorporate the principles of "Own it, Learn it, Share it" (Lee & Hannafin, 2016). These principles describe the importance of student autonomy ("own-it"), the use of scaffolding ("learn-it"), as well as providing opportunities for students to "share-it" (sharing their ideas and creations) with their peers and potentially a wider audience (Lee & Hannafin, 2016).
Key Concepts & Context
Key Concepts & Context
How is Student-centered Learning (SCL) facilitated in an online learning environment?
How is Student-centered Learning (SCL) facilitated in an online learning environment?
It is suggested that the teacher(s) still incorporate short, regular synchronous online, whole class learning sessions to meet with students to hook students with a daily read aloud, finding out what students are “wondering” about, set learning intentions, and provide instructions and examples of the activities. Short, small group or one-on-one online meetings can be used to provide additional scaffolding, help students set goals, and monitor progress. Finally, the teacher should also provide the students with a means to share their understanding and learn from each other by facilitating the use of an ed-tech platform to create an online, participatory classroom learning community.
The following is adapted for on-line learning following the principles of Lee and Hannafin’s (2016) “Design guidelines and supporting literature for own it, learn it, share it” (p. 724):
"Own it"
"Own it"
The teacher explains the purpose of the activities and outlines learning intentions with students. Occurs during whole class, online synchronous meetings.
Students are provided with some choices for representing their knowledge and understanding of the concepts, but avoid overwhelming students with too much choice. Facilitated through the website, asynchronous activities. Schedule for completing activities is flexible as it may require support from an adult.
Teachers are encouraged to set goals with students. This can take place during small group and/or one-on-one online meetings with the teacher.
"Learn it"
"Learn it"
The teacher “hooks” students to inspire their curiosity and provides clear instructions for completing the activities. Occurs during whole class, online synchronous meetings; or, with engaging media on the website.
The teacher provides extra support and scaffolding for students to meet their needs. This can take place during small group and/or one-on-one online meetings with the teacher.
The teacher uses examples and thoughtful prompts to help support students in building their procedural, conceptual, and metacognitive understanding. This can take place during small group and/or one-on-one online meetings with the teacher; during whole class, online synchronous meetings; or with engaging media on the website.
Teachers incorporate the correct scientific terminology into discussions, and ensure students learn key vocabulary. This can take place during small group and/or one-on-one online meetings with the teacher; and/or occurs during whole class, online synchronous meetings.
Teachers include students in the assessment process so that they learn to monitor their own progress. This can take place during small group and/or one-on-one online meetings with the teacher;and/or by providing students with opportunities to submit reflections online.
"Share it"
"Share it"
Teacher ensures that students learn from the work and perspectives of other students and/or people in their lives. Teacher facilitates and moderates an online, participatory community through a platform, such as Padlet.
Teacher provides a means for peer review and feedback. Teacher facilitates and moderates an online, participatory community through a platform, such as Padlet.
Intentions and Positions
Intentions and Positions
Why Student-centered Learning (SCL)?
Why Student-centered Learning (SCL)?
Our goal is that by following this Student-centered Learning framework, we will have created an engaging, cross-curricular educational learning experience for K-3 students to:
Explore and learn important facts about plants.
Practice fundamental math and literacy skills.
Gain age-appropriate digital technology skills.
Participate in an online, remote learning environment in a developmentally appropriate way by providing a balance of digital and hands-on learning experiences both on and away from a screen.
Technology Integration
Technology Integration
When considering how technology should be integrated in our learning modules, we considered the questions outlined in the “PICRAT Matrix” (Kimmons, 2012), which suggests that teachers ask themselves the following two questions during planning and design:
“What is the technology use’s effect on practice?”
“What are the students doing with the technology?” (Kimmons, 2012).
This matrix helps teachers to remain intentional in planning the technology integration and ensure that technology is incorporated in ways that are not just passive for the students and a replacement for the teacher (Kimmons, 2012). With the majority of the content for the unit available on the website, we encourage teachers to utilize any synchronous meetings thoughtfully and intentionally to either engage students or to meet the specific needs of their students through individual or small group sessions that promote skill development rather than passive instruction.
Additional Supportive Theories
Additional Supportive Theories
Richey (2008) asserts that “technology changes teachers' role from the traditional knowledge transmitter to a new set of roles like facilitator and delegator. This change requires that teachers ace their new tasks flexibly and are prepared for their new roles. The use of technology facilitates learning and improves performance” (as cited in Pourhosein Gilakjani et al., 2018, p. 95).
Compared with traditional teaching methods, the new teaching approach is needed from a complex range of factors. Kalantzis and Cope conclude that educators should attempt "to exploit to the fullest the affordances of the new digital media in order to transform the professional role of teachers and improve outcomes for learners” (Kalantzis & Cope, 2010, p. 220).
Waite (2011) claims studying outdoor would help children demonstrate how classroom teaching can be applied in the real world and improve children's culture and environmental awareness. According to Waite (2011), "Evidence demonstrates that a wide range of learning outside the classroom interventions – from learning in the school grounds or natural environments and visits to cultural venues, through to residentials or educational visits overseas - are highly effective in achieving a number of outcomes for young people” (p. 1). Waite (2011) points out the value of studying outdoors is greatly enhanced if planned as a program that builds on previous learning and is fully integrated into curriculum planning rather than being "standalone."
Harris (2018) points out that outdoor learning provides teachers and children with new opportunities for interaction and learning at the same time. Harris (2018) also states that “the model of teachers organising learning while children observe is altered to a more interactive style of teaching, where learner‐oriented approaches take the place of task‐oriented approaches, and such learning is less dominated by the national curriculum" (p. 229).
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