Learner-Centered Principles (LCPs) Photo Essay

ED602 Steve Bradbury

Picture 1. ​Digital KWL. ​Students use online tools to connect their prior knowledge with their
present learning activities.

LCP 3: Construction of knowledge

Picture 2. ​Laptops for Flexible Grouping​. Laptops in the tech lab allow more workspace and
ability for students to move about the room and create flexible grouping during class lessons.

LCP 6: Context of learning

Picture 3. ​Baby Step Motivation​. Student creates a basic password to encourage his ability and
increase motivation.

LCP 7: Motivational and emotional influences on learning

Picture 4. ​Carpet Time!​ iPads are utilized at the carpet space for some of my youngest learners
with special learning needs.

LCP 10: Developmental influences on learning

Picture 5. ​ ​Online Collaboration and Feedback.​ Students use tools like Edmodo to share
activities and post constructive comments to each other.

LCP 11: Social influences on learning

Picture 6​. ​Goals and Learning Style. ​ When setting up Edmodo accounts, students are
prompted to indicate their learning style and to select a career goal based on a variety of choices.

LCP 12: Individual differences in learning

Picture 7. ​Celebrating Diversity.​ Flags hang in our entrance to represent the many different
nationalities present at our school.

LCP 13: Learning and diversity

 Trying to identify and capture evidence of the Learner-Centered Principles (LCPs) in

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

the specific examples I captured.

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

interact with the tasks and each other.

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

starts class with the motivation to continue.

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

develop. It helps to produce a healthy, learner-centered environment.

I am growing in my understanding of what learner-centered means - not on paper, but in

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.