The LCC

1. THE LCC AT BC
Session II

2. Mea Culpa (or you have to fail in order to
learn)
• We have a problem with really understanding how to
assess project based learning without either inflating
grades or not rewarding students sufficiently for their
efforts.
• pairing assessments with LCC
• Cross-Curriculum in the classroom and its involvement in
LCC. Specifically dealing with Art/Music involvement in
other subjects.
• Specific goals and objectives and explanations as to why
we are performing the tasks we are asked to perform.
• Introduce your partner to the group!

3. Mea Maxima Culpa
• Differentiate Instruction,
• Techniques you use regularly that prove to be effective for your
students.
• Read ahead or introductory functions for newly hired faculty
members.
• Need more EXAMPLES of LCC..... Give us a hands on project.
• As an English teacher, I would like more information about assessing
a LCC environment. I would love to do more but find it difficult being
creative in assessing.
• More information actively relating to different types of learning-centered
assessments, ESPECIALLY actual models from other
schools
• Examples that are more focused depending on what subject is being
taught.
• more examples of how to create student centered projects
• Working in the classroom.

4. Important Questions
• What exactly do we mean by LCC?
• How do I best assess group work?
• What is reflection and how does it work?
• What can I do to evolve as an LCC teacher?
• What are some quick IT fixes I an import to get student
working on their own?
• How can I break up the daily lecture cycle?

5. The LCC
• Makes student more accountable for learning.
• Involves less lecture and note-taking.
• Involves more project-based learning.
• Is collaborative.
• Is Reflective.
• Has room for student design.
• At its best, engages students in their own learning in ways
they never thought possible.

6. Group Work at BC
23
46
31
I assign group projects:
Not nearly enough
not enough
about enough

7. Keys to Good Group Work
• Manage the group make-up.
• For each session, even in a multi-session project, assign
something tangible.
• Wander the room. Use videotape. Coach.
• Get participatory grades posted fast. Contact parents of
reluctant student VERY early.
• Praise in public. Redirect in private.

8. Traffic Jam

9. Group Project One
• Arranged at Harkness sized tables, faculty members will
build Google-blogs (one per teacher) that can be up and
ready to go by the morning.

10. I assign reflection
46
16
35
4
never/rare
usually
sometimes
very often

11. Ways to Assign Reflection

13. Breaking Up The Lecture

14. Google Saves
• Use your new google ID’s to learn about the power of
Google Drive for your classroom.

15. The Power of VideoTape
• Shoot lots of video of your class, especially when they are
working.
• Have students do some editing of the work.
• Have students do at keast one video-reflection in a term.

16. More
• In terms of practical application for a college preparatory
school, the LCC simply gives students more work to do in
the classroom on a day to day basis.
• Traditionally, the college prep school demanded a fairly
serious amount of homework from its students. In school
students typically listened to lectures, participated in class
discussion or completed worksheets. The worksheets
tended to be drill oriented.
• By contrast the LCC is a place where students are
responsible for doing more active work.

17. More
• Use worksheets so that students produce something
tangible while in class.
• Have students design class handouts.
• Have students write sections of the test or quizzes.

18. More
• Break up a lecture with short periods for paired or small
group discussion.
• Break up a lecture with 30 or 60 second “write to learn”
essays.
• Ask that students keep a folder/notebook in which they
store work and complete reflection assignments.
• Have students do some kind of reflection two or three
times a week.

19. More
• Create some longer term group projects with both in-and
out-of-class assignments.
• In the sciences use more labs.
• Instead of one or two “presentations” during a year, ask
students to do multiple short presentations throughout the
year.
• Use authentic assessments. To get course-specific
examples, just google your discipline and the term
“authentic assessments” or join a listserv at your
professional organization.
• Create a class wiki.

20. More
• Have students videotape lots of classwork. Save video to
a wiki.
• Have students use the cameras on the cellphones to
shoot stills. Then ask them to write short explanatory
annotations for the image.
• Challenge yourself, particularly if you are veteran
teachers. We vets will tend to return to things we like,
assignments and units that make us feel comfortable.
Disrupt your own routine by doing some kind of teaching
you typically would never do. You never know when your
whole career may pivot!

21. • Start blog and have students use the comment section.
• Design activities that do not need to be tested. That is, we
know students have a certain degree of mastery just by
doing the assignment. Example: have everyone write
something in Google Drive and share it via a link.
(Reminder: mastery is not a one and done thing…have
students repeat things until the activity is second nature.)