Kelly Hilbert

Learner Centered Photo Essay

ED602
 Domain 1: Cognitive and
Motion
design
Metacognitive Factors

User Physical
Computing
experience

Image borrowed from:

http://www.brainfacts.org/thinking-sensing-a
nd-behaving/thinking-and-awareness?page=3
 LCP 2: Goals of
the learning
process

This LCP involves having students

create meaningful short and long term
goals. As they go through their
educational career, they can achieve
these goals, and also start forming
personal aspirations and life dreams.
In this picture, 5th grade students
were working with second grade
buddies to discuss and create goals
together. The 5th graders acted as
mentors to the 2nd graders.
 LCP 5: Thinking
about thinking

The two photographs shown here, are

two examples of how my students
reflect and self-evaluate on their
learning. Learning is at its best when
we explore, investigate, make
mistakes, and then reflect. We want
our students to have questions and be
curious, but we also want them to be
able to recognize in themself, when
learning has happened for them. We
want them to be able to confidently
say that they understand a concept,
or they feel they can show mastery.
We also want them to know that it is
okay to still need help, or to ask more
questions. This shows they are taking
ownership of their learning, and they
are making sure they are responsible
for their own learning.
 LCP 6: Context of
Learning

This LCP is all about the learning

environment, and how certain aspects
of the environment can influence our
students. We want our students to
view their learning experience in a
positive way, and to do this, we need
to make it authentic, and diverse. We
need to make sure we are making
learning engaging for them, while also
differentiating and utilizing technology
in effective ways. In the top left
picture, students are discussion and
collaborating on an opinion assignment.
On the bottom left, we are utilizing
technology in order to critique and
give feedback. The last picture, we
took our learning outside! The
students loved being able to explore
and take control of their own
learning.
Domain 2: Motivational and
Affective Factors

Image borrowed from:

https://www.workitdaily.com/tips-creating-wor
kplace-motivation/
Motivation is key to success in the classroom, because it
is what drives students. Motivation stems from the
emotional and social states of our students, and it is also
influenced by their goals and interests. The more
engaging or interesting a topic seems to a student, the
more invested they will be in their success on that topic.
The pictures below show our Pride Wall, where we hang
things each week that we are proud of. There is also a
picture of students doing a science experiment that they
were really excited about. They were also motivated
because it was completely student led, with my
facilitation. They got to explore and experiment and
figure out different chemical reactions on their own!

LCP 7:
Motivational
and Emotional
Influences
 LCP 8: Intrinsic
Motivation to
Learn

In these two photographs, students

are participating in an activity called
Breakout EDU. This activity has a
similar concept to Escape the Room,
except students have to unlock a box.
The theme of their box, is related to
the current unit of study that they
are on. Students have to use prior
knowledge from the unit, and make
connections from what they have
learned, in order to solve all of the
clues. This creates a learning task
that is challenging, competitive, and
fun! Students are completely engaged
and motivated because they want to
solve the box, and figure out what is
inside. It is a great way to bring
together all the information you have
covered in a unit.
Domain 3: Developmental and
Social Factors

Image borrowed from:

https://wearesocial.com/blog
Community meetings are a part of our daily routines, in all of our classrooms.
These morning meetings are a great way to start our day off on a positive
note. They are also a great strategy for relationship building in the LCP 11: Social
Influences on
classroom. Students can share exciting things in their lives, and can connect
with each other on similarities and differences. We can also discuss important
topics such as current events, or troubles we are having, and share our

Learning
thoughts and feelings on these topics. Every student gets to have their voice
heard, which can build confidence and also acceptance. These meetings can
also build communication and social skills between the students.
Domain 4: Individual
Differences Factors

Image borrowed from:

http://www.jefcoed.com/district/updates/diversity
 LCP 12:
individual
differences in
learning
In order to reach their
fullest potential, students
need to feel accepted in
their classroom environment.
Every student learns and
performs differently, but
should never feel ashamed
of that. In this picture,
students went around and
gave an academic compliment
to each other student in the
room, and wrote it under a
post it note. This was to
help empower them, and
show them that they are
great at what they do!
 LCP 13: Learning
and diversity

Our school participated in a program

called The Dreams Flag program,
which takes place in schools and
countries all around the world.
Students all get the same sized flag,
and on their flag, they put their
dreams or aspirations for either
themself, or the world. These flags
can then be posted online for the
entire world to see. Students can
explore and discover that they are
children all over the world that may
have either very similar or very
dreams from them. They can also
explore different languages and
cultures, which celebrates the idea of
diversity in individual learners. It is a
great program to get students
thinking about long term goals, and
the outside world.
 LCP 13: Learning
and diversity

This is another example of LCP 13, and

how we can celebrate the different
backgrounds, cultures, and languages of
others. This is an anchor chart from a
second grade classroom, that was created
with the children. This is an excellent
way to start the discussion of what
culture is, and what it entails. Then,
students can start relating to the
different aspects, and sharing their
experiences.