Learner Centered Teaching

A Presentation for Michigan State University

Developed by Professor Terry DoyleFerris State University

Learner Centered Teaching

Learner Centered Teaching

Learner Centered Teaching

This can be Learner Centered Teaching

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?

What Does it Mean to Have Learned?

Learning is when Neurons Wire

• Learning is a change in the neuron-patterns of the brain.

(Ratey, 2002)

www.virtualgalen.com/.../ neurons-small.jpg

Use it or Lose it

• When new material is not practiced the new dendrite tissue is reabsorbed by the brain to conserve resources.

(Dr. Janet Zadina)

Teachers’ Definition of Learning?

Learning is the ability to use information after significant periods of disuse

and it is the ability to use the information to solve problems that arise in a context different (if only slightly) from the context in which the information was originally taught.

(Robert Bjork, Memories and Metamemories, 1994)

Learning Activates the Reward Pathway

Real life, meaningful, and authentic learning activates the reward pathway in the brain.

(Dr. Janet Zadina, 2010)

Basic Principle of Learner Centered Instruction

It is the one who does the work who does the learning

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?

Explaining Why Learner Centered Teaching is in our Students’ Best Interest

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 most ways, no different than any other human to human interaction–

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.

Three 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.

The Brain and Learning

Natural selection developed a human brain to solve problems of survival in outdoor, unstable environments while in almost constant motion. ( Dr. John Medina, Developmental Molecular Biologist, University of Washington and Author of Brain Rules)

The Brain and Learning

• “If educators had set out to design a learning environment that was in complete opposition to what the human brain is good at they would have designed the schools of yesterday and today.”(John Medina, Brain Rules, 2008)

Things We Know for sure about the Human Brain

1. Exercise significantly enhances brain function

Exercise and BDNF(Brain-derived neurotrophic factor )

Exercise produces BDNF ( Miracle Grow for the Brain)

• Improves brain health• Enhances the wiring of

neurons• Is a stress inoculator• Makes the brain cells

more resilient

(Ratey, 2008)

The Brain is Social

2. Survival is accomplished by working with other brains.

Groups of brains almost always outperform a single brain.

Multitasking is not Possible

3. The brain can only pay attention to one thing at a time

Memory

4. Memory

Repetition (distributed

practice) and elaboration are necessary for memory formation and recall

Daniel Schacter, Seven Sins of Memory, 2002

Cramming does not Produce Long Term Memories

Intensive study for a short period of time fails to produce much (if any)long term memories.

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 the brain that form memories (S. Hamann & Emony, UN.)

Multiple Senses

5. The brain works best when multiple senses are involved

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)

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)

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)

Sociology Psychology

Looking for PatternsWe know humans learn through recognizingpatterns - all knowledge is embedded in otherknowledge - learners look for meaningful patterns.

(Antonio R. Damasio, M.D. and M.W. Van Allen, Professor and Head of Neurology, University of Iowa)

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

Three Key Rationales for Explaining the Change to LCT

Readiness for Careers

The rationale for teaching the learning skills, behaviors, attitudes and critical thinking strategies that are now part of learner centered college courses is that our students will need these skills to be successful in their careers.

As students understand this their buy in to LCT will be greater.

Three Key Rationales for Explaining the Change to LCT

Preparation for Life Long Learning(LLL)

One of the significant changes our students need to accept is that college is no longer their terminal educational experience.

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.

Rationales for Explaining the Change to LCT

For Example

One of the reasons students are asked to take on more responsibility for their own learning is because they will be responsible for it the rest of their lives.

A undergraduate college education gives

students their learners’ permit.

Why do Students Resist LCT?

1.Old habits die hardStudents’ learning expectations are based on strongly formed habits learned through twelve or more years of teacher-centered instruction.

High schools remain teacher-centered institutions

• “Despite the efforts of many, the organization and structure of most comprehensive high schools look very similar to those of high schools of generations ago. High schools have stood still amidst a maelstrom of educational and economic change swirling around them.” (The National Commission on the High School Senior Year, p.20).

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 be crossed. (Leamnson 1999, p.35).

Students don’t like taking learning risks

• “as we grow older we develop a great tendency to hide from failure.” (Tagg, 2003 p. 54).

LCT doesn’t resemble what students’ think of as school

By age 18, our students have spent 70% of their waking lives in school (Leamnson, p.35),

Each school year looks a great deal like the year before.

Students don’t want to give more effort and LCT requires it.

“ in the competition of the classroom, students prefer to be seen by others as succeeding through ability rather than through effort.”ORIf I have to work at it I must not be very smart

K. Patricia Cross in her 2001 talk Motivation Er… will that be on the test?

Students’ mindsets about learning make adapting to LCT more difficult

Thousands of students each semester pay tuition to take courses in subject areas they believe they cannot learn.

This strange scenario occurs because of the fixed mindset these students have developed about learning a particular subject.

(Carol Dweck, 2006)

Many students follow the path of least resistance in their learning.

Taking the path of least resistance often results in minimalist learning.

Students adhere to the philosophy: “What is the least I have to do to get the grade that I need.”

Becoming a More Learner Centered Teacher

1. LCT Means Sharing Power with Students

Having choices in what and how to learn and having some control over the learning process are key elements of LCT.

(Weimer, 2002)

Having Some Say

Having some say in what happens in the learning

process is intricately tied to a willingness to engage in the activity.

(James Zull, Art of Changing the Brain, 2003)

LCT Means Sharing Power with Students

Getting students to accept the responsibilities that comes with choice and control is an authentic expression of how the work place and the home place operate.

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

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

Assessing for Long Term learning

Examples

1. Cumulative Exams

2. Expecting to see the improvements that were indicated on previously assessed work

Assessing for Long Term learning

Examples

3. Rewriting4. Retesting5. Practice quizzing6. Updating of previous

ideas/solutions

3. Using Lecture Effectively

Definition of Lecture

Talking with students about things they can’t learn on their own.

Flipping the Classroom

1. Create video lectures with slides /other learning tools

2. Students watch the lecture before attending class.

3. Students post questions they have from the lecture.

Flipping the Classroom

4. Class time spent on answering students questions.

5. Class time spent on learning/practicing activities

6. Video lecture become study tool.

4. Office Hours

Setting your office hours at times that are best for your students.

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

5. Let Students do the Talking

The quickest way to end a classroom discussion is for the teacher to start talking.

Let students develop the guidelines for discussion

• In groups—• What were the worst

things you have seen when asked to do large group or small group discussion?

• In groups—• What are the best

things you have seen work in making large group or small group discussion work effectively?

Discussion Guidelines

• What guidelines do we need to prevent the bad things from happening?

• What guidelines can we develop to promote the good things?

6. Make Students Practice

If readings are assigned insist on annotation and a summary.

Students can make 3-5 minute videos teaching the assigned reading to another student.

Practice

• Endless practice quizzes

• Sample problems on- line

• Virtual study groups

• Regular in class quizzes

• Test, test, test, test

7. Classroom Presentations

Before assigning students to do presentations—teach them how to do a professional presentation.

Class Presentations

• Have them filmed and submitted online for review before using valuable class time for students presentations.

• Give feedback for improvement then decide if class time is warranted .

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