Learner-Centered Teaching in American Studies

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<ul><li><p>8/13/2019 Learner-Centered Teaching in American Studies</p><p> 1/14</p><p>Svetlana Shamanaeva</p><p>Assistant Professor</p><p>American Studies Department, AUCA</p><p>Spring 2013</p><p>Learner-Centered Teaching in American Studies</p><p>he student told the least, learns the most,! claimed the distinguished 20 thcentur"</p><p>American mathematician and a universit" professor, #o$ert %ee &amp;oore' (e meant that</p><p>traditional lecturing is not the $est )a" of teaching, and other teaching methods and approaches</p><p>are much more productive' *ne of such approaches, rather popular currentl", is learner+centered</p><p>teaching' here are other terms to name the same thing student+centered teaching, active</p><p>learning, and interactive learning' -esides having different names, the idea has different</p><p>interpretations' &amp;ortimer .' Adler understands active learning as a process of discover" in</p><p>)hich the student is the main agent, not the teacher! /uoted in -on)ell 114, 35' 6or Dr'</p><p>Charles C' -on)ell active learning involves4 students in doing things and thin7ing a$out the</p><p>things the" are doing! /25' -ut )hat are those activities, )hich students are e8pected to do in</p><p>their learning process Chic7ering and 9amson e8plain that students must tal7 a$out )hat the"</p><p>are learning, )rite a$out it, relate it to past e8periences, appl" it to ever"da" life! /1:;, 35' Dr'</p><p>-on)ell also includes developing learner</p></li><li><p>8/13/2019 Learner-Centered Teaching in American Studies</p><p> 2/14</p><p>completel" change into a facilitator of the learning process )hich should $e mostl" done through</p><p>students&lt; o)n discover" /2002, 13+15' he second area discusses the function of the content'</p><p>he focus of teaching shifts from inventing e8ercises and assignments ensuring content</p><p>coverage! to those providing s7ills development' As )e see, the course content is forced out to</p><p>the $ac7 front /10+125' he ne8t original idea of &gt;eimer is a$out sharing decision+ma7ing po)er</p><p>)ith learners' Since the" and their needs are the center of education, learners should participate</p><p>in determining the course content, designing course activities and tas7s, )or7ing out course</p><p>policies, and even evaluating their o)n )or7 /:+105' he idea sounds too radical, $ut actuall" it</p><p>is not so a)ful if it is implemented graduall" and )isel"' he fourth change in the educational</p><p>process concerns evaluation purpose and process' Students should $e trained to evaluate</p><p>o$?ectivel" their o)n )or7 and progress' &gt;eimer suggests providing more practice in self+ and</p><p>peer+evaluation /1B+1;5' And her final innovation is $ringing up self+sustaina$le, independent,</p><p>and responsi$le learners' @t is not as eas" as it can seem' *n the one hand, responsi$ilit" doesn</p></li><li><p>8/13/2019 Learner-Centered Teaching in American Studies</p><p> 3/14</p><p>communicating their thoughts orall" and in )riting, and development of their responsi$ilit"'</p><p>Faturall", it resulted in over)helming m"self and m" students' @t )as ta8ing for me, $ecause the</p><p>ne) approach reuires not ?ust 7no)ledge a$out the methodolog", $ut mostl" m" o)n teaching</p><p>s7ills' And m" s7ills of creating interactive assignments and activities $ased on inuir", choosing</p><p>authentic and recent material instead of rel"ing on the course reader, and efficient evaluation of</p><p>the numerous su$mitted assignments )ere ver" lo)' his made preparation of each class an</p><p>e8hausting process' he other suffering side )as the students' @n addition to usual reading of $ig</p><p>chun7s of material, the" had to fulfill a )ide range of tas7s for this course' 6or e8ample, after</p><p>reading a chapter, the" )ere to create e8am uestions a$out it' he" )ere offered to )rite one or</p><p>t)o essa"s on an" of the provided topics, to do up to four peer revie)s of their classmatesriting s7ills! is too general' &gt;hich )ritings7ills e8actl" summariing, forming a strong thesis statement, incorporating uotes into "our argument,</p><p>organiing a paragraph around one single idea, telling the difference $et)een introduction and conclusion</p><p>/)hich info to include in the intro and )hich in the conclusion5, finding "our o)n position among all</p><p>those scholars, etc' @f there are too man", prioritie them' &gt;hich 2+3 s7ills "ou )ould li7e to focus on in</p><p>this class &gt;h" have "ou chosen them &gt;hat did "ou do $efore to improve these s7ills (o) successful</p><p>)ere those strategies &gt;hich assignments in this class )ill help "ou to develop these s7ills (o) can @ as</p><p>a teacher help "ou to improve in chosen areas</p><p>Intr" 3</p><p>&gt;rite a$out "our class participation in universit" courses' &gt;hat role should student participation pla" in</p><p>the college classroom (o) much do "ou participate &gt;hat do "ou usuall" do in class @s that as much</p><p>as "ouhat can $e the preliminar" thesis statement around )hich "ou )ill organie "our research (o)</p><p>can @ or "our classmates help "ou )ith "our presentation at this stage</p><p>Intr" B</p><p>&gt;e donRt have much discussion a$out the material "ou are reading' (o) much have "ou got so far Are</p><p>there an" particular topics )e have covered, )hich "ou are totall" confused a$out and need to clarif" -especific so that @ can help "ou'</p><p>Intr" ;</p><p>Do some research /not ver" e8tensive5 and sa" )hat "ouRve learned a$out the US health care s"stem' (o)</p><p>does it )or7 &gt;hat are advantages and disadvantages of it &gt;h" is so )idel" discussed in ever" election</p><p>during the last 20 "ears And @ )ant "ou to share this information )ith the )hole class, thus, cop" "our</p><p>response to the 6orum 1 /on health care5' @f "ou find some interesting advertising a$out it, share the lin7s</p><p>)ith us'</p><p>Intr" :</p><p>Do some research /not ver" e8tensive5 and sa" )hat "ouRve learned a$out election campaigns of (illar"</p><p>Clinton' &gt;hat positions did she campaign for (o) much mone" did she spend &gt;here did it mostl"</p><p>12</p></li><li><p>8/13/2019 Learner-Centered Teaching in American Studies</p><p> 13/14</p><p>come from &gt;hat issues did she focus on during her campaigns @f "ou find some interesting advertising</p><p>a$out her, share the lin7s' Jou can also share this info )ith the )hole class through 6orum 2 on (illar"</p><p>Clinton'</p><p>Intr" </p><p>After )atching the film (ic)o$" &amp;ichael &amp;oore, ans)er the follo)ing uestions</p><p>1' &gt;hat are the pro$lems the US has )ith health care s"stem2' &gt;hat in the film struc7 "ou the most</p><p>3' &gt;here does all the mone" spent on health care $" the US government and citiens go</p><p>' &gt;h" cannot the US solve these pro$lems for such a long time</p><p>Intr" 10 /10 points5</p><p>&gt;atch the 1st and 2nd 2012 presidential de$ates and discuss in detail the strateg" used $" each candidate</p><p>in the de$ate' &gt;hat the" focused on ans)ering a uestion Did the" ?ust descri$e the situation, offer a</p><p>solution in general terms or provided a more or less detailed plan for future improvements, or criticied</p><p>the opponent (o) did the" do it (o) did the" control the conversation (o) did the" tr" to improve</p><p>their o)n image and damage the image of the opponent &gt;ho of the candidates loo7ed $etter and )h"</p><p>Intr" 11 /10 points5</p><p>&gt;atch the 200: presidential de$ate $et)een the ma?or part" candidates and $et)een the minor part"</p><p>candidates' (o) are these de$ates different from each other &gt;ere their rules different (o) and )h"</p><p>&gt;hat )ere the candidates tal7ing a$out Did the minor part" candidates loo7 $etter than ma?or part"</p><p>candidates</p><p>Intr" 12</p><p>&gt;e have covered t)o thirds of the course so far' Jou should calculate "our grades "ourself' &gt;here are</p><p>"ou right no) &gt;ill "ou $e a$le to get the grade "ou planned @f not, )h" did it happen &gt;hat "ou cando to improve "our grade $efore the course is over</p><p>Jou still have a chance to ma7e short $onus presentations /even )ithout Po)erPoint5 a$out some details</p><p>?ust mentioned in the te8t to improve "our participation grade'</p><p>Intr" 13 /10 points5</p><p>&gt;atch the film*r. (mith #oes to Washington, and get as much as "ou can from this film a$out the rules</p><p>and procedures of Senate )or7' he $etter and more detailed anal"sis "ou ma7e, the $etter "our grade</p><p>)ill $e /ma"$e even more than 10 points5'</p><p>Intr" 1</p><p>Anal"e the presidential de$ates )e had in class' &gt;ho )as the most persuasive &gt;h" &gt;hat )ere the</p><p>mista7es of each candidate (o) much the candidatesR programs and performance influenced "our final</p><p>choice &gt;ould "ou choose the same candidate /Democrat, #epu$lican, independent5 if "ou hadnRt seen</p><p>this de$ate &gt;h" "es *r )h" no</p><p>Intr" 1</p><p>&gt;atch -egai"mRs presentation a$out Ann #ichards again and ans)er the follo)ing uestions' he</p><p>purpose of the presentation )as to sho) ho) governors, as part of the e8ecutive $ranch, deal )ith</p><p>political parties' And donRt forget that the class is American Political Parties'</p><p>1' &gt;hich information from -egai"mRs presentation "ou )ould 7eep</p><p>2' &gt;hat should $e eliminated3' &gt;hat 7ind of information should $e added</p><p>' Do "ou have an" uestions a$out her, )hich "ou )ould li7e to have ans)ered</p><p>13</p></li><li><p>8/13/2019 Learner-Centered Teaching in American Studies</p><p> 14/14</p><p>@f "ou )ish, "ou ma" redo her presentation and upload it to the e+course' Since there )ill $e no oral</p><p>presentation of it, put "our actual speech into the notes area' he grade /ma8imum 0 points5 )ill $e</p><p>added to "our total score'</p><p>Intr" 1B /10 points5</p><p>#eflect on "our learning in this course' Ivaluate</p><p>15 improvement of "our s7ills /reading, )riting, research, anal"sis, preparing presentations, oralperformance, evaluating other essa"s, time+management, tracing "our progress in class, etc'5 -e specific</p><p>did an" of "our s7ills improved &gt;hat helped "ou to do so &gt;hich course activities )ere useful, and</p><p>)hich )ere useless for developing "our s7ills</p><p>25 ho) much content "ouRve learned in this class' &gt;hich activities helped "ou to acuire the information</p><p>$etter /reading the course reader, doing research for "our presentationGessa", listening to m" lectures,</p><p>)atching the presentations in class, class discussionsGde$ates, revie)ing essa"s of peers, short videos in</p><p>class, long videos out of class, etc'5 @f m" lectures )ere supported )ith Po)erPoint regularl", )ould it</p><p>help "ou to learn the information $etter &gt;h"</p><p>#eferences</p><p>-on)ell, Charles C' 114Acti$e &amp;earning: Creating E+citement in the Classroom' PD6'</p><p>Purdue Agriculture. Accessed &amp;a" 10, 2013'</p><p>httpGG)))'"dae'purdue'eduGlctGh$cuGdocumentsGActiveK%earningKCreatingKI8citeme</p><p>ntKinKtheKClassroom'pdf</p><p>Chic7ering, Arthur &gt;', and Stephen C' Ihrmann' 1B' @mplementing the Seven Principles</p><p>echnolog" as %ever'AAHE ,ulletin*cto$er 3+B' Accessed &amp;a" , 2013'</p><p>httpGG)))'tltgroup'orgGprogramsGseven'html'</p><p>Schoffstall, Donald 9' 2010' Doneimer, &amp;ar"ellen' 2002'&amp;earnerCentered Teaching: -i$e /ey Changes to Practice.San</p><p>6rancisco .osse"+-ass' Accessed &amp;a" 10, 2013' httpGGfreepdfd$'comGpdfGlearner+</p><p>centered+teaching+$oo7</p><p>1</p>http://www.ydae.purdue.edu/lct/hbcu/documents/Active_Learning_Creating_Excitement_in_the_Classroom.pdfhttp://www.ydae.purdue.edu/lct/hbcu/documents/Active_Learning_Creating_Excitement_in_the_Classroom.pdfhttp://www.tltgroup.org/programs/seven.htmlhttp://www.facultyfocus.com/free-reports/teaching-mistakes-from-the-college-classroom/http://www.facultyfocus.com/free-reports/teaching-mistakes-from-the-college-classroom/http://freepdfdb.com/pdf/learner-centered-teaching-bookhttp://freepdfdb.com/pdf/learner-centered-teaching-bookhttp://www.ydae.purdue.edu/lct/hbcu/documents/Active_Learning_Creating_Excitement_in_the_Classroom.pdfhttp://www.ydae.purdue.edu/lct/hbcu/documents/Active_Learning_Creating_Excitement_in_the_Classroom.pdfhttp://www.tltgroup.org/programs/seven.htmlhttp://www.facultyfocus.com/free-reports/teaching-mistakes-from-the-college-classroom/http://www.facultyfocus.com/free-reports/teaching-mistakes-from-the-college-classroom/http://freepdfdb.com/pdf/learner-centered-teaching-bookhttp://freepdfdb.com/pdf/learner-centered-teaching-book</li></ul>

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