Avoiding Expensive Mistakes:Moving toward learner-centered teaching

Nancy S. ShapiroApril 9, 2007University System of Marylandnshapiro@usmd.edu

Why the students we have are not the students we want Over 25% of freshmen in 4 year college do not return for

sophomore year Over 40% of freshmen in 2 year colleges do not return for

sophomore year 60% of high school students say they cheat on tests 90% of high school students say they copied someone’s

homework Most spend less than 4 hours a week on homework.

John Tagg, The Learning Paradigm College, pp 40-43.

What do we know about learning? New science of learning

Learning with understanding Pre-existing knowledge Active learning

Deep learning vs. surface learning Deep learning is active/surface learning is inert Deep learning is holistic/surface learning is atomistic Deep learning integrates/surface learning externalizes

National Academies, How People Learn, p. 8-13. John Tagg, Learning Paradigm College, p. 81.

Implications for teaching and institutional priorities

“Deep Learning” Emphasizes intrinsic goals High levels of cognitive activity,

highest rewards for high cost activities, deep approaches, complex cognition

High ration of feedback to evaluation

Long time horizons; decisions bear consequences in the long run

Strong support community Institutional behavior consistent,

aligned with learning mission.

“Surface Learning” Emphasizes extrinsic goals Low level of cognitive activity; high

rewards for low cost activities; surface approaches, retention

Low ration of feedback to evaluation

Short time horizon: decisions bear consequences in the short run

Weak support community Institutional behavior aligned with

“instruction” mission or misaligned.

John Tagg, Learning Paradigm College, p. 101.

Creating conditions for student success in college: DEEP Project Lay out a path to success—students need to know

what to expect (orientation, communication, intro to college courses)

Frontload resources to smooth transition (mentors, tutors, peer groups)

If activities are important, consider requiring certain learning activities (study abroad, service learning, student-faculty research)

Create reward structures congruent with mission and priorities.

Lessons Learned from DEEP continued Improve performance through frequent feedback Experiment with engaging pedagogies and active

learning Use electronic technologies to enhance active

learning Create company of peers outside the class through

study groups and learning communities

George Kuh, Student Success in College, pp. 295-317.

Principles of Course Redesign Define the problem to be solved Analyze, deconstruct and document the resources

currently used to teach the course Redesign the whole course Encourage active learning Provide students with individualized assistance Build in ongoing formative assessment Ensure sufficient time on task and monitor students

National Academic Course Transformation Project, www.theNCAT.org

Why move toward learner-centered teaching? All learning involves transfer from previous

experiences. Ability to transfer what they have learned to new

situations provides an important index of adaptive flexible learning.

Active learning promotes understanding and understanding is more likely to promote transfer than memorizing information.

Transfer of learning is an active process. Major goal of schooling is to prepare students for

flexible adaptation to new problems in new settings.

For Further Reference Kuh, G. et al. (2005). Student Success in College. San

Francisco: Jossey Bass. National Academies. (2000) How People Learn: Brain,

Mind, Experience, and School. Washington, DC: Author. Shulman, L. S. (2004). Teaching as Community Property.

San Francisco: Jossey Bass. Tagg, J. (2003). The Learning Paradigm College. Bolton:

Ankar Publishing Co. Twigg, C.A. (2005). Increasing Success for Underserved

Students: Redesigning Introductory Courses. Saratoga Springs: National Center for Academic Transformation. http://www.thencat.org.