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    Learner Centered Teaching

    A Presentation for

    Xavier University

    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

    and

    it 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 reward

    pathway in the brain.

    (Dr. Janet Zadina, 2010)

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    Progress is Vital

    A feeling of making

    progress is what allows

    us to deal with tasks,

    especially tasks wedont necessarily like to

    do.

    (James Zull, The Art of Changing the

    Brain, 2002)

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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

    taughtthe 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 dont knowWHY you want me to work on

    a project or learn a concept or if I cant 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 toWHY we have changedto a learner-centered practice is this is where

    the research has led us.

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    The Brain and Learning

    The human brain was

    designed to solve

    problems of survival in

    outdoor, unstableenvironments while in

    almost constant

    motion.

    ( Dr. John Medina, Developmental Molecular

    Biologist, University ofWashington and Author

    of Brain Rules)

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    The Brain and Learning

    If educators had set

    out to design a learning

    environment that was

    in complete oppositionto what the human

    brain is good at they

    would have designed

    the schools of yesterdayand today.

    (John Medina, Brain Rules, 2008)

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    Things We Know for sure about the

    Human Brain

    1. Exercise

    significantly

    enhances brainfunction

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    Exercise and BDNF

    (Brain-derived neurotrophic factor )

    Exercise produces BDNF( Miracle Grow for the Brain)

    Improves brain health

    Enhances the wiring ofneurons

    Is a stress inoculator

    Makes the brain cellsmore resilient

    (Ratey, 2008)

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    The Brain is Social

    2. Survival is accomplished

    by working with other

    brains

    Groups of brains

    almost always

    outperform a single

    brain

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    Multitasking is not Possible

    3. The brain can

    only pay

    attention to onething at a time

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    Memory

    4. Memory

    Repetition and

    elaboration are

    necessary for

    memory formation

    and recallDaniel Schacter, Seven Sins of Memory, 2002

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    Cramming does not Produce

    Long Term Memories

    Intensive study for a

    short period of time

    fails to produce much

    (if any)long term

    memories.

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    Emotion and Memory

    Emotional arousal organizes and coordinates

    brain activity(Bloom, Beal & Kupfer 2003)

    When the amygdala detects emotions, it

    essentially boosts activity in the areas of thebrain that formmemories (S. Hamann & Emony, UN.)

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    Multiple Senses

    5. The brain works

    best when

    multiple sensesare involved

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    Using all Our Senses to Learn

    Those in multisensory

    environments always do

    better than those in

    unisensory environments

    They have more recall with

    better resolution that lasts

    longer, evident even 20

    years later.

    (John Medina, Brain Rules)

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    Vision Trumps All

    The more visual the

    input becomes the

    more likely it is to be

    recognized and recalled

    This is called the

    Pictorial Superiority

    Effect

    (Medina, 2009)

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    6. Patterns and Learning

    The brain is a pattern seeking device that

    relates whole concepts to one another and

    looks for similarities, differences, or

    relationships between them. (Ratey, 2002, pg.5)

    SociologyPsychology

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    Looking for Patterns

    We know humans learn

    through recognizing

    patterns - all knowledge is

    embedded in otherknowledge - learners look

    for meaningful patterns.

    (Antonio R. Damasio, M.D. and M.W. VanAllen, Professor and Head of Neurology,

    University of Iowa)

    www.norfacad.pvt.k12.va.us/ puzzles/illusion8.gif

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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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    A undergraduate college education gives

    students their learners permit.

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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 ofmany, the organization andstructure of most

    comprehensive high schoolslook very similar to those ofhigh 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 age

    eighteen and see

    college as just the

    last hurdle to becrossed. (Leamnson 1999,

    p.35).

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    Students dont 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 doesnt 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 deal

    like the year before.

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    Students dont want to give more

    effort and LCT requires it.

    in the competition ofthe classroom, studentsprefer to be seen byothers as succeeding

    through 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 they

    cannot 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 cantlearn on their own

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    4. Office Hours

    Setting your office

    hours at times

    that are best foryour students

    www.anglistik.uni-freiburg.de/ institut/lsmair...

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    5. Let Students do the Talking

    The quickest way to

    end a classroom

    discussion is for theteacher to start talking.

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    6. Make Students Practice

    If readings are assigned

    insist on annotation and

    a summary.

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    7. Classroom Presentations

    Before assigning

    students to do

    presentationsteach

    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 Educators 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 Users 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 ofEducation. (2001)National Commission on the High School Senior Year www.ecs.org/html/Documents.asp?chouseid=2929

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    The End