Lct Intro Gnrl Pleanry -Polk (2)

8/10/2019 Lct Intro Gnrl Pleanry -Polk (2)

1/32


2/32

Focus on learning


3/32

advantages of learner-centered teaching overinstructor-centered especially for under-prepared students

concepts and principles of learning-centeredteaching

characteristics of learner-centered institutions,educational programs

characteristics of students or graduates oflearner-centered programs

how you can use learning-centered approaches a plan to teach a learning to learn skill


4/32

Our current methods are not working

They are not consistent with learningprinciples

They often fail to engage the student


5/32

Students who enroll in programs using

traditional didactic methods of instruction donot retain what they learned and do not havethe ability to apply what has been learned

This is often due to having learned throughmemorization without meaning

This is especially true with under-preparedstudents


6/32

The more engaged a person is with the content,

the better the person learns it because (s)headds his own meaning and associations to it

The more connections people have to a

concept, the more likely that person will beable to retrieve it later and in another context


7/32

Draw a graphic representation or

mind/concept map of what you know aboutlearning centered teaching


8/32

shifts the emphasis from what instructors do to

what thestudents

do to learn. makes students responsible for learning

focuses not only on what students are learning

but how they are learning

Instructors are now guides, facilitators, coaches

and not just sages Can be used in most courses

Has many approaches


9/32

Research comes from:

Psychology Education

May be especially

helpful with

under-prepared,

non-traditional

students


10/32

Focus on:

deep learning learning for life

Uses

meta-cognitive knowledge

formative (feedback) assessment

resources responsibly to learn

I will explain all of these aspects


11/32

Knowledge of strategies for learning andthinking

How and when to use different strategies ortasks

Knowledge of ones own strengths andweaknesses, abilities to learn

Awareness of individual differences


12/32

Think and Write:

What content topics do you have the mosttrouble getting students to learn?

What alternative approaches have you tried?

What can you do differently?

I will not ask you to share theseideas


13/32

Surface learning Deep learning


14/32

Studying for multiple choice exams equals

learning for school Learning for school = learn and dump

phenomenon.

Developing a project that uses the knowledgeis learning for life


15/32

Giving students feedback on their work helps

them to improve This is called formative assessment

Try to integrate formative assessment within

the learning process as much as possible Examples of formative feedback include clicker

questions, classroom assessment techniques (Angelo

and Cross), peer assessment, online quizzes that canbe taken repeatedly for mastery

Under-prepared and non-traditional students benefit

from continual feedback and encouragement


16/32

Why does giving frequent feedback to students,especially underprepared, non-motivated, ornon-traditional students help them to learn?

How can you use formative assessment more?


17/32

With everything available on the Web,

information is easily obtained But students must learn to question what they read

on print and electronic resources

Students must learn how to paraphrase and citeproperly


18/32

Create an environment for learning

Foster interactions among student about thecontent

Help students to appreciate why and how they

need to learn content Teach students learning to learn skills so they

can take responsibility for their learning


19/32

Fosters students learning

Accommodates differences in waystudents learn, their background

knowledge, and their interests


20/32

Designs activities in which students interact

with the material, the teacher and each other Working in small groups to create a concept map of

the content

Using the content to solve real world problems insmall groups


21/32

Instructors:

help students to appreciate why and how

they need to learn content build an appreciation for value of content

build discipline-specific learningmethodologies

practice using inquiry or ways of thinking inthe discipline

learn to solve real problems


22/32

Examples of such skills include:

Time management Self-monitoring

Goal setting

Note taking

Study skills

Self-assessment of learning, of ones strengthsand weaknesses

Information literacy skills


23/32

How well do your students use these skills?

Do you explicitly teach any of these skills in thecontext of your course?

How can you teach these skills? Why does teaching them help students to take

responsibility for their own learning?


24/32

Benefits of learner-centered

teaching to the educationalinstitution and beyond

Students have increased motivation for learning

Greater satisfaction with school

These outcomes lead to: greater achievement

higher rates of student retention

have better-prepared graduates


25/32

Students actively engaged in their learning

Motivated to learn, as a result earn good grades Material is meaningful for the learners

Students are invested and empowered in thecourse

Students have some choices about their

learning Instructor gives feedback to help

students to improve


26/32

Best to make incremental changes

There are low-risk, easy to make changes thatcan have a large effect


27/32

Add new knowledge that you now knowabout learning centered teaching


28/32

TECHNIQUES WE USED LEARNING-CENTEREDPRINCIPLES

Small group discussion Creating graphic

representation

Answered questions Think pair share

Reflection on your

abilities Revised summary of

knowledge

Review of content

Created environmentfor learning

Active engagement with

content Making content

meaningful for learner

Self assessment Meta-cognition

Social interaction

during learning Fostered deep learning


29/32


30/32


31/32

Within small groups, decide on 1-2 skills you

would like to teach to help student takeresponsibility for learning

Handout of slide with arrow and target lists some

possibilities After you decide which skill you want to teach,

answer questions on worksheet to help you plan

how to teach that skill Be prepared to share with others


32/32

Each group will report how they will

assist students to take moreresponsibility for their learning byteaching one skill

Lct Intro Gnrl Pleanry -Polk (2)

Documents

Transcript of Lct Intro Gnrl Pleanry -Polk (2)