Jamie L Valenzuela-Mumau

Effective Pedagogical Practices for Learners of English

Empowering Himans to Reach Their Goals

In exceptional framework for teaching and learning is centered on the learner and learning activities are developed to ensure learner dignity, self-regulation, self-mastery, and metacognition. To that end I codeveloped The Human Learning System (HLS)

The HLS Framework can be applied to any content for any learner. Content is delivered in ways that focus on the learner’s needs, learning progress, and scaffold content mastery over time. Not all learners learn at the same pace or in the same way, so individualized adjustments are made to meet the learner where they are. The learning environment provides multiple opportunities for learner expressiveness, agency, efficacy, resilience, and self-directedness through robust project based learning, service learning, and reflective practice. Teacher/facilitators apply a variety of interactive strategies that make learning visible. The facilitator/teacher has strong content knowledge and is self-aware. They use authentic assessment strategies before, during, and after learning events to inform instructional decision-making and make adjustments to their delivery. Teacher/facilitators are versed in trauma-informed practices and strategies to mitigate learning stress due to outside-of-class factors, such as Adverse Childhood Experiences (ACEs). The facilitator/teacher uses autonomy supportive instruction (ASI) to ensure that each learner’s psychosocial need for belonging, competence, and autonomy are met, and to promote engagement across learning activities. As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences.

The HLS Framework can be applied to any content for any learner. Content is delivered in ways that focus on the learner’s needs, learning progress, and scaffold content mastery over time. Not all learners learn at the same pace or in the same way, so individualized adjustments are made to meet the learner where they are.

The learning environment provides multiple opportunities for learner expressiveness, agency, efficacy, resilience, and self-directedness through robust project based learning, service learning, and reflective practice. Teacher/facilitators apply a variety of interactive strategies that make learning visible. The facilitator/teacher has strong content knowledge and is self-aware. They use authentic assessment strategies before, during, and after learning events to inform instructional decision-making and make adjustments to their delivery. Teacher/facilitators are versed in trauma-informed practices and strategies to mitigate learning stress due to outside-of-class factors, such as Adverse Childhood Experiences (ACEs). The facilitator/teacher uses autonomy supportive instruction (ASI) to ensure that each learner’s psychosocial need for belonging, competence, and autonomy are met, and to promote engagement across learning activities. As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences.

The learning environment provides multiple opportunities for learner expressiveness, agency, efficacy, resilience, and self-directedness through robust project based learning, service learning, and reflective practice. Teacher/facilitators apply a variety of interactive strategies that make learning visible.

The facilitator/teacher has strong content knowledge and is self-aware. They use authentic assessment strategies before, during, and after learning events to inform instructional decision-making and make adjustments to their delivery. Teacher/facilitators are versed in trauma-informed practices and strategies to mitigate learning stress due to outside-of-class factors, such as Adverse Childhood Experiences (ACEs). The facilitator/teacher uses autonomy supportive instruction (ASI) to ensure that each learner’s psychosocial need for belonging, competence, and autonomy are met, and to promote engagement across learning activities. As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences.

The facilitator/teacher has strong content knowledge and is self-aware. They use authentic assessment strategies before, during, and after learning events to inform instructional decision-making and make adjustments to their delivery. Teacher/facilitators are versed in trauma-informed practices and strategies to mitigate learning stress due to outside-of-class factors, such as Adverse Childhood Experiences (ACEs).

The facilitator/teacher uses autonomy supportive instruction (ASI) to ensure that each learner’s psychosocial need for belonging, competence, and autonomy are met, and to promote engagement across learning activities. As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences.

The facilitator/teacher uses autonomy supportive instruction (ASI) to ensure that each learner’s psychosocial need for belonging, competence, and autonomy are met, and to promote engagement across learning activities.

As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences.

As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences.