9 analysis 1 (1)

3 The self ratings about the Leonard centeredness of my classroom tells me that I am at a good base and come up with there is still room to grow. Some of the ratings were difficult to give myself because I may think one way, but I really don't know how my students are feeling about this. It is in my expectations to hold high standards for them to ensure that they are being challenged, but how do I really know if they feel like they're being challenged? This current set of students is very open and vocal when they do not want to do work, but I'm not sure if that's necessarily a challenge or if they simply do not want to work that day. There were a couple of rankings that were difficult to agree with myself on Beyond just the challenge. For example, when thinking about the category of Social influences on learning, I couldn’t help but think about how ensuring students feel connected to their learning is a key strategy in engagement. Caruth (2014) mentioned that “(2) Create a climate that is beneficial for students to learn by demonstrating trust, support, collaboration, ability to relax, respect for one another, and pertinent information” (Caruth, 2014, p. 5). This quote reminds me that engagement goes hand in hand with learner centered principles. This is something that I try my absolute best as an educator to do being on anything else. I want my students to feel welcomed, like they belong, and like this is a space not only for learning but for growing. As mentioned just above, the learner-centered principle that is currently having the most impact on my students would probably exist within the social influences on learning. I say this principle in particular because while looking at the factors, they are ones that I try to implement as often as possible. I am always seeking to have my students work collaboratively and or just interact with one another. My number one goal is to not only build relationships with my students, but for them to build relationships with one another. A sense of belonging is the key to being successful in a classroom. I often think about the hierarchy of needs. If students' basic

6 do not want to sit here blameless, I am their teacher and should be making more opportunities for them to see the value in it, it is just a difficult thing to do when I do not feel the responsibility being reciprocated from them. Teacher Centered or Student Centered? The Standards I Have Chosen to Address: CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. PEDAGOGY Andragogy originally referred to the art/science of helping adults learn. Today, some use it to label learner-centered education for all ages. “PEDAGOGY” “ANDRAGOGY” Concept Teacher-Centered Learning Student-Centered Learning Self-Rating on Each Teaching/ Learning Concept in Column 1

9 Structure for Learning • Formal, individualistic closed, and competitive, • Instruction oriented • Limited teacher-to-student interaction • Little student-to-student interaction • Teacher selects topics • Scripted lessons • Teacher leads and students follows • Teacher has most or all of the power and control • Students learn from the teacher who is the primary source of new knowledge • Expectations, Examples, and Explanations are primary learning modes with the use of incentives, modeling, consequences, and direct instruction • Informal, collectivistic, open, and collaborative • Development oriented • Extensive student-student interaction • Facilitative teacher-to-student interaction • Students and teacher select topics • Unscripted learning • Students master objectives at their own pace • Balance of power between teacher and students • Students take responsibility • Students actively learn from each other and the teacher • Experiences, Examples, Ethos, and Extensions are primary learning modes with the use of active student learning, modeling, and environmental support My Rating: 3.5 Explanation: This presented a dilemma for me. I rated myself a 3.5 simply because there are things in the teacher centered column that I feel I must do. The topics that I teach are preselected for me through the District curriculum. Most of the learning that happens is driven by what I expect from them. They are still learning things on their own and given the opportunities to choose topics of their own, books of their own, and pursue independent projects, but when it comes down to it I am the one delivering instruction most of the time. With that being said, I try to create a balance between us. I want to learn more about what my students want to learn and we often take the time to discuss what matters to them and how it could be implemented into our classroom. There are so many moments of unscripted learning that I enjoy more than anything. The conversation just takes us off the rails, but I know that they are benefiting from it and getting to learn from organic discussion.

12 Grading & Assessment • Norm-referenced and criterion referenced • Infrequent summative exams and mastery measurement tied to uniform expectations without regard to rates of individual progress • Competitive grading based on ranking • Focus on percentage of students at each of several levels of mastery • Performance-based and criterion referenced • Formative assessment with curriculum-based measures used to monitor progress and fine-tune differentiated instruction • Grades reflect not only the mastery of objectives but also pre-post individual progress • Variety of methods used including qualitative and student self-assessment My Rating: 4 Explanation: Braiding and assessment is one category where I feel the curriculum that is District mandated is actually quite beneficial. We use two different curricula for my department. One is Workshop based, so a lot of the assessment that takes place is simply based on where students are and where they're learning. it is not comparative and it is definitely not competitive. The other curriculum that we use is definitely more of a standardized curriculum that seeks for students to become better at close reading and comprehension. They are drastically different curriculums, but students experience such a wide range of grading and methods for both my assessment of them and also assessment of themselves.

15 difficult task. A lot of my students are very motivated at this point and less learning motivated. I don't think there's anything wrong with being motivated by grades to an extent, but I feel they care little about the learning that's happening and just want the end result. I believe that working on intrinsic motivation would greatly help the standard because it is a standard that is really so useful throughout their life. Learning how to just make an argument with evidence to back it up is crucial in everyday life. wanting to learn how to be good at it would definitely be a step in the right direction for students being able to master and engage in this task as best as possible. Based on my analysis in Part 2, I believe the emphasis on instructional goals based off of the learner-centered approaches would improve my instruction of the standard the most. I chose instructional goals because this is also one of the categories that I rank myself lowest in being learner-centered. This connects to the principle that I chose above as well in the sense that I feel students would benefit from having a deeper understanding of the concepts being taught and how to problem solve on their own with new knowledge. I do believe that many of my students have higher order thinking skills, but I do not necessarily know if I'm giving them the opportunity enough to be able to Showcase them and practice that skill. A lot of my standards are based on a predetermined scope and sequence that has been laid out with tests that I was not involved in making. I believe working on this approach would benefit students because they would need to know more of how to connect this standard to other standards, as well as just their own lives. by spending more time on higher level thinking, hopefully they would learn to rely less on the models and start to create stronger writing on their own. In conclusion, being a learner-centered teacher is an incredibly valuable asset to both students and the teacher.I wish I was able to sit and say that everything I do is learner-centered, but it's not. Part of that simply comes from me not fully understanding the difference between the