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7/31/2019 Learner Centered Teaching Fort Sill 2012
http://slidepdf.com/reader/full/learner-centered-teaching-fort-sill-2012 1/43
Learner Centered Teaching
A Presentation for
Fort Sill.
Developed by Professor
Terry Doyle
Ferris State University
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Learner Centered Teaching
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Learner Centered Teaching
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Learner Centered Teaching
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This can be
Learner Centered Teaching
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Definition of Learner Centered
Teaching
• A Question---
Given the context of the learning situation( # of students, time of day, place, difficulty of material)
will this teaching action optimize my students’
opportunity to learn?
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What Does it Mean to Have Learned?
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Learning is when Neurons Wire
• Learning is a change
in the neuron-
patterns of the
brain.(Ratey, 2002)
www.virtualgalen.com/.../ neurons-small.jpg
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Use it or Lose it
• When new material is
not practiced the new
dendrite tissue is
reabsorbed by the brainto conserve resources.
(Dr. Janet Zadina)
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Teachers’ Definition of Learning?
Learning is the ability to use information aftersignificant periods of disuse
andit is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the information
was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
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Learning Activates the Reward
Pathway
Real life, meaningful,
and authentic learning
activates the rewardpathway in the brain.
(Dr. Janet Zadina, 2010)
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Basic Principle of Learner Centered
Instruction
It is the one who does
the work who does thelearning
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Question--What do we want our students to
learn?
What would make us happy (from all that we
taught—the skills, content and behaviors) that our
students remembered and could use one year after
they finished our class?
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Explaining Why Learner
Centered Teaching is inour Students’ Best
Interest
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Students Need to Know WHY
We Want them to do the Work
A vital aspect of being a
learner centered
teacher is to remember
teaching is, in mostways, no different than
any other human to
human interaction –
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If I don’t know WHY you want me to work on
a project or learn a concept or if I can’t see
how taking on a certain task has some benefit
to me I am hesitant to do it.
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Key Rationales for Explaining the Change to LCT
1. The best answer to WHY we have changed
to a learner-centered practice is this is where
the research has led us.
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Key Rationales for Explaining the Change to LCT
Readiness for Careers
The rationale for teaching the learning skills,behaviors, attitudes and critical thinking strategies thatare now part of learner centered college courses isthat our students will need these skills to be successfulin their careers.
As students understand this their buy in to LCT will begreater.
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Rationales for Explaining the Change to LCT
Preparation for Life Long Learning(LLL)
One of the significant changes our
students need to accept is thatcollege is no longer their terminaleducational experience.
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Preparation for Life Long
Learning(LLL)
• Our responsibility as
college educators is to
prepare our students to
be life long learners.
• Many of the LCT actions
we take are done to
develop LLL skills.
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Rationales for Explaining the Change to LCT
For Example
One of the reasons
students are asked totake on moreresponsibility for theirown learning is because
they will be responsiblefor it the rest of theirlives.
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Why do Students Resist LCT?
1.Old habits die hard
Students’ learning
expectations are based on
strongly formed habitslearned through twelve or
more years of teacher-
centered instruction.
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High schools remain teacher-centered
institutions
• “Despite the efforts of many, the organization andstructure of mostcomprehensive high schoolslook very similar to those of high schools of generationsago. High schools havestood still amidst amaelstrom of educational
and economic changeswirling around them.”(The National Commission on the High
School Senior Year, p.20).
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Learning is not a top reason students give for
attending college
Many first-year
college students are
sick to death of
school by ageeighteen and see
college as just the
last hurdle to becrossed. (Leamnson 1999,
p.35).
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Students don’t like taking learning risks
• “as we grow older we
develop a great tendency
to hide from failure.” (Tagg,
2003 p. 54).
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LCT doesn’t resemble what students’
think of as school
By age 18, ourstudents have spent
70% of their wakinglives in school (Leamnson,
p.35),
Each school yearlooks a great deallike the year before.
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Students don’t want to give more
effort and LCT requires it.
“ in the competition of the classroom, studentsprefer to be seen byothers as succeedingthrough ability ratherthan through effort.”
OR
If I have to work at it Imust not be very smart
K. Patricia Cross in her 2001 talkMotivation Er… will that be on the test?
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Students’ mindsets about learning make adapting to
LCT more difficult
Thousands of studentseach semester pay tuitionto take courses in subjectareas they believe theycannot learn.
This strange scenariooccurs because of thefixed mindset these
students have developedabout learning aparticular subject.
(Carol Dweck, 2006)
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Many students follow the path of least resistance in
their learning.
Taking the path of leastresistance often resultsin minimalist learning.
Students adhere to thephilosophy:
“What is the least I haveto do to get the gradethat I need.”
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Becoming a More Learner Centered
Teacher
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1. LCT Means Sharing Power with Students
Having choices in what
and how to learn and
having some control
over the learningprocess are key
elements of LCT.(Weimer, 2002)
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Having Some Say
Having some say in what
happens in the learning
process is intricatelytied to a willingness to
engage in the activity.(James Zull, Art of Changing the Brain, 2003)
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LCT Means Sharing Power with
Students
Getting students to
accept the
responsibilities that
comes with choice andcontrol is an authentic
expression of how the
work place and the
home place operate.
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Who Makes the Decision?
Teacher Students Together NA
• 1. Course Textbook• 2. Number of exams• 3. When in the course exams will be given• 4. Attendance policy• 5. Late work policy• 6. Late for class policy• 7. Course learning outcomes• 8. Office hours• 9. Due dates for major papers• 10. Teaching methods/approaches• 11. How groups are formed• 12. Topic of writing or research projects• 13. Grading scale• 14. Discussion guidelines for large or small group discussions• 15. Rubrics for evaluation of self or peers’ work • 16. If rewriting of papers will be allowed• 17. If retesting will be allowed
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2. Assessing for Long Term learning
Using the kinds of
assessments that drive long
term learning is one key to a
learner centered process
Our jobs are not to exercise
our students’ working
memories
www.normanrockwellvt.com/ Plates/Cramming.JPG
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Assessing for Long Term learning
Examples
1. Cumulative Exams
2. Expecting to see the
improvements that
were indicated onpreviously assessed
work
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Assessing for Long Term learning
Examples
3. Rewriting
4. Retesting
5. Practice quizzing
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3. Using Lecture Effectively
Definition of Lecture
Talking with students
about things they can’tlearn on their own.
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4. Let Students do the Talking
The quickest way to
end a classroom
discussion is for theteacher to start talking.
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5. Make Students Practice
If readings are assigned
insist on annotation and
a summary.
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6. Classroom Presentations
Before assigning
students to do
presentations—teach
them how to do aprofessional
presentation.
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References
Medina, John, Brain Rules, Pear Press, 2008
Sylwester, R. A Celebration of Neurons An Educator’s Guide to the Human Brain, ASCD:1995
Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 1999
.How People Learn by National Research Council editor John Bransford, National Research Council, 2000
Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,Oxford University Press: 2001
Ratey, J. MD. Spark: The New Science of Exercise and the Brain, 2008, Little Brown
Ratey, J. MD :A User’s Guide to the Brain, Pantheon Books: New York, 2001
Zull, James. The Art of Changing the Brain.2002, Stylus: Virginia
Weimer, Maryellen. Learner-Centered Teaching. Jossey-Bass, 2002
Sousa, David. How the Brain Learns(Corwin Press, Inc., 1998),
Long-Lasting Novelty-Induced Neuronal Reverberation during Slow-Wave Sleep in Multiple Forebrain AreasSidarta Ribeiro,Damien Gervasoni, Ernesto S.Soares, Yi Zhou, Shih-Chieh Lin, Janaina Pantoja, Michael Lavine, Miguel A. L. Nicolelis , 2004
(Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation of competing memory systems by distraction. Proc. Nat. Acad. Sci. 103: 11778-11783.)
3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. Isolation of a Central Bottleneck of Information Processing with Time-Resolved fMRI. Neuron.
52 (6): 1109-1120Leamnson,R.(1999)Thinking about Teaching and learning: developing habits of learning with first year college and university students. Sterling , VA: Stylus
U.S. Department of Education. (2001)National Commission on the High School Senior Year www.ecs.org/html/Documents.asp?chouseid=2929
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The End