Learner-Centered Teaching Strategies

Objectives for Lesson 2

After viewing the video and reading the lecture notes the learner will:

1. Analyze their current teaching methods employed in a given course, for evidence of learner centered principles

1. Design a plan to transform approaches to specifically include more learner-centered principles

Step One: Reflection

Select a course from your present workload. Identify the teaching methods you use in that course. Briefly analyze the purpose of those methods used.

As a brief reminder of our history, and to provide an additional frame of reference please watch this 12 minute video by Sir Ken Robinson on changing paradigms. While he primarily focus on public primary education, it provides insights that are impetus for change

http://www.watchknow.org/Video.aspx?VideoID=26604

Step Two: The Lecture

Ellis (2004) identifies five essential components of learner-centered education. The teacher must address these components to establish a environment that promotes the development of the learner. He identifies emphasis is placed on the individual learner, their interests, growth, development and their affect. He describes the environment as being nurturing, stimulating, full of trust and encourages creativity. Assessments performed are formative in nature, with an emphasis on growth and experience, and not competitive. The teacher is described as a facilitator.

Ellis (2004) bases actions of the teacher on the philosophy of Piaget, and lists three roles the teacher should fulfill. The teacher has the responsibility for organizing the learning environment, assessing the students’ thinking, and promoting group interactions.

Comparisons:

-Look who’s talking**. . .

In teacher-centered learning the teacher usually takes center stage. The teacher is seen as the scholar, providing lectures on the content and explaining teacher directed activities. The teacher more or less rigidly drives the curriculum

In learner-centered environments teachers do more listening. Students engage in dialogue with each other and with the teacher. The students explore the **content by sharing experiences, asking questions and solving problems.

Look who’s moving**

In teacher-centered classes there is little movement about. The common approach is for the learners to all be seated, listening to the teacher. There is generally little interaction of students with one another and often little interaction between students and the teacher.

In learner-centered classes students are engaged with each other, working in pairs or small groups, discussion ideas, problem solving or working on joint projects. Generally, if there are desks at all - they are not aligned in neat rows all facing forward. Some groups may not remain in the confines of the room to complete their tasks. The teacher, to be available, has to move and go where they go, be available to answer questions and redirect as necessary

A few Ideas:

• Promote more active learning and less passive learning
• Ask them more questions and promote more creativity in finding answers
• Encourage them to ask more questions
• Encourage them to identify the problems to be explored
• Realize and help them realize you don’t have all the answers
• Encourage them to memorize less and critical think more
• Provide authentic learning situations - bring in their experiences - tell more stories - share real life
• Share the tools with them and then let them fly
• Promote more communication and collaboration within their groups and within society as a whole
• What others can you come up with?

Step Three: Reconsider Your Practice

More reflection - time to take out that journal again

It is time to take a candid look at yourself and see how you are doing. It may be a bit overwhelming to attempt to look at an entire course, although that would be ideal; instead let's take a look at one unit. You pick one.

Formative Assessment

Using Formative Assessment for self-assessment

Looking at your course select your initial lecture or unit.Evaluate your course for the presence of the following:

1. Are the course objectives clearly stated and apparent to the students?
2. Are the unit objectives written in terms of expected performance outcomes?
3. Have you linked this new material to any previous knowledge of your students?
4. How do you plan to get their attention to this material?
5. Do you plan to do all of the talking?
6. What are your expectations of what the students will DO during this unit?
7. How do you plan to communicate this with them?
8. What mechanisms do you have in place to get learner feedback?

Bearing in mind that formative assessment is used to provide the learner with feedback; what do your answers to the questions tell you about how you are doing?

Are you right on target? GREAT!!! Then move on to analyze another unit.

Do you need to go back and revise your lecture - then great - an opportunity to put new information into practice.

Now that you have had some exposure to a type of formative assessment, can you think of a way to include this type of assessment in your unit? This type of assessment helps students to think about their own learning without the stress of "a test"!!!