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Picture 1. Digital KWL. Students use online tools to connect their prior knowledge with their
present learning activities.
action initially felt like a daunting task. After several moments to reflect on the LCPs and my
practice, I realized I was already doing many of them, but never identified them as LCPs. While
I was happy to see I am already incorporating some principles, I also discovered that I need to
take a better look at other LCPs in which I may be lacking or ineffective. I found that some
domains were easier than others to find personal evidence. The first domain, Cognitive and
Metacognitive represented the domain I was most readily able to supply examples. Each
successive domain became more challenging to capture concrete evidence of its incorporation in
my teaching and learning. Motivation and Affective Factors proved to be challenging to visually
capture. When reflecting on Domain 3: Developmental and Social Factors, I overlooked a lot of
what I was already doing, but discovered that I was actually putting some into practice. Domain
4: Individual Differences Factors was, and is, my challenge because I feel I do not differentiate
enough, especially considering the diversity in my classes. Now, we will take a look at some of
Under the first domain of the LCPs, I have a few pieces of evidence to reflect the
Cognitive and Metacognitive Factors. Picture 1 illustrates the Construction of Knowledge (LCP
3) through the use of an online KWL chart. Students connect their prior knowledge to the topic
at hand. Later in the unit, students add to the chart in order to get a visual of how they
constructed their knowledge during the study. Picture 2 displays the Context of Learning (LCP
6) through the use of my lab space and laptops. Originally, the lab had desktop computers which
took up a lot of space and left little room for getting students to move about the room for
collaborative purposes. With the redesign and use of laptops, students now have more freedom
and comfort in class. Less clutter and more space to move has increased students’ ability to
Moving to the next domain of Motivation and Affective Factors, Picture 3 highlights
Motivational and Emotional Influences on Learning (LCP 7). It illustrates one instance that has
a long lasting effect. I have a student who struggles with the basic operation of a computer. He
frequently got frustrated and gave up before he could even get logged into the device. While we
could not change his username, we updated his password to a phrase he could remember and
spell correctly. Since the update, he is able to log into his device successfully each time, and he
Within Domain 3, the focus is Development and Social Factors. Picture 4 represents
Developmental Influences of Learning (LCP 10) with a picture of iPad carpet time. With my
youngest students, I start class on the carpet by facilitating a whole class activity before getting
devices out. Developmentally, this helps set the stage for the activity they will work on later
with their computers. In addition, I use iPads with my early learners who have special needs.
Most do not have the ability to navigate a laptop, but the touch screen iPad allows them to
explore concepts and skills they are learning within their curriculum. In Picture 5, I am
displaying Social Influences on Learning (LCP 11) with a post that shows online collaboration
and feedback. In this activity, students designed a basic game using Code.org and shared their
game on Edmodo to receive constructive feedback from their classmates. I will admit that this
assignment was rushed, but I intend to improve it by giving more attention to the feedback aspect
of the lesson.
My last two pictures highlight principles within Domain 4: Individual Differences.
Picture 6 also comes from an Edmodo activity and helps to show Individual Differences in
Learning (LCP 12). While not as thorough as I might like, the setup tools within Edmodo help
initiate a good discussion on learning styles. It is important to be aware of how a student learns
best, and it is very beneficial for the student to develop this self-awareness. In Picture 7, flags
from different nations hang in our entrance to highlight different nationalities represented in our
school. The purpose is to draw attention to Learning and Diversity (LCP 13). While at one point
I saw the diversity as an obstacle, I am now seeing it as a strength. Care and understanding of
someone’s background and culture can go a long way. Motivation increases and relationships
action. The term “learner-centered” appears to be simplistic, but there is depth within each
domain and principle. I learned that I am incorporating some of these principles already.
Conversely, I am implementing some LCPs poorly or not at all. My largest place of growth is
Domain 4: Individual Differences. My use of these principles may be at an elementary phase, but
I am encouraged I am not starting at zero. It was once daunting to think about identifying LCPs
within my work. Now, I am starting to notice them more naturally and discover places I can
implement them more effectively. The end goal is a contagious learner-centered environment.