Kristen Bilney

Learner Centered Project

Option #4
Domain 1: Cognitive Domain 2: Motivational
and Metacognitive and Effective Factors
Factors LCP 9: Effects of
LCP 6: Context of Motivation on Effort
Learning
Classroom Safe Space
Unit of Inquiry Board

Domain 3: Developmental
and Social Factors
LCP 10: Developmental
Influence on Learning
Domain 4: Individual
Classroom Differentiated Differences Factor
work station LCP 12: Individual
Differences in
Learning

Flexible Seating
Kristen Bilney
Learner Centered Project
Option #4
For Domain 1: Cognitive and Metacognitive Factors, I chose to use a picture of the Unit

of Inquiry board displayed in my classroom. This board includes our unit title, central idea, lines

of inquiry, teacher questions, and the IB PYP key concepts aligned with the unit. The presence of

the key concepts aligns with LCP 6: Context of Learning. Each key concept provides a list of

questions that we can use to learn more about our topic. The use of questioning allows students

to dig deeper and explore our topic in depth. The purpose of IB is to ensure that students across

the world, of all cultures, are able to learn the same thing. While writing our planners, we have to

think to ourselves, ‘Okay, if a school in South America was to use our planner, they would be

able to use it as is.’ We ensure to create questions and lines of inquiry that can be understood by

all cultures and different types of learners.

For Domain 2: Motivational and Affective Factors I included a picture of the Safe Space

in my classroom. “Motivation to learn, in turn, is influenced by the individuals emotional state,

beliefs, interests and goals, and habits of thinking” (McCombs & Miller, 2007, p. 52). In

kindergarten, we teach Conscious Discipline which is a program to create safe and effective

learning environments, supports self-regulation, and teaches children how to build and

strengthen relationships. The Safe Space is a quiet and inviting area with soft furnishing

materials where a student can go to help recognize and manage emotions. Students who come to

school angry or upset about something at home will have a hard time getting motivated to learn.

Our goal is to teach children how to identify and regulate those feelings. We want them to know

that they are in a safe place where they are free to explore and learn. LCP 9: Effects of

Motivation on Effort states that “When students are free of negative thoughts or fears that

interfere with their natural curiosity and motivation to learn—and when they are supported in

basic needs that give rise to intrinsic motivation—they freely put effort into learning” (McCombs
Kristen Bilney
Learner Centered Project
Option #4
& Miller, 2007, p. 54).

For Domain 3: Developmental and Social factors, I have a picture of a work station I use

for literacy centers every day. There is a bin for each of my leveled groups, and in the bins, I put

differentiated work. Differentiating work to meet the diverse needs of my students is connected

to LCP 10: Developmental Influence on Learning. “Individuals learn best when material is

appropriate to their developmental level” (McCombs & Miller, 2007, p. 56). This year I have

students with many different needs. For example, this past week, students in my lion group were

doing significantly different work than the students in my bear group. In the bin for my lions, I

had a single sheet of paper that was specifically for cutting practice. My lions are working on

how to hold scissors properly and cut along straight and curved lines. My bears, however, were

doing an activity where they were finding the missing middle sound in a word, and cutting and

pasting it into the correct box. While both activities included using scissors, I know my students

enough to understand my bears are able to break about words to identify missing sounds,

whereas many students in my lion group can’t identify letters. Another example that is not

pictured is when we do writing activities, I have to keep in mind that again, many of my lions do

not know how to hold a pencil the correct way, and my bears can write complete sentences. The

work I assign to each group will always align with our learning goals, but will differ

significantly.

Last, for Domain 4: Individual Differences Factors, I used pictures of flexible seating

implemented in my classroom. My first year as a teacher, I had 4 tables, with 6-7 students

crammed together at each one. There were always problems of not enough space, students not

getting along, not being able to see, etc. When I implemented flexible seating my second year, I

noticed my student enjoyed doing their work much more. When it was first introduced, the first
Kristen Bilney
Learner Centered Project
Option #4
couple of weeks was just about students exploring the different options around the room and

what worked best for them. Flexible Seating connects with LCP 12: Individual Differences in

Learning. “Learners have different strategies, approaches, and capabilities for learning that are a

function of prior experience and heredity” (McCombs & Miller, 2007, p. 59). I wanted my

students to feel comfortable and motivated while they were learning. So, if that meant they were

sitting in a scoop rocker or a wobbly chair during instruction, that’s what they did. Each student

is different and educators need to create learning environment where students have opportunities

to maximize their potential.

Kristen Bilney
Learner Centered Project
Option #4
REFERENCES

McCombs, B.L., & Miller, L. (2007). Learner-centered classroom practices and assessments:
Maximizing Student Motivation, Learning, and Achievement. Thousand Oaks, CA:
Corwin Press.