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Transcript of Walsh College LCT Workshop
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Helping Students Learn in a
Learner Centered EnvironmentDeveloped for Walsh College by Professor Terry Doyle
Ferris State University
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Learning Outcomes
As a result of participating in todays activities faculty will:1. Have a clearer understanding of the reasons most students resist
learner centered teaching.
2. Take away rationales explaining why LCT is the bestapproach to college instruction.
3. Have a clearer understanding of the skills students will need to be
successful learners in a LCT environment.
4. Take away ideas for teaching students the learning
skills and strategies they will need to be successful in LCTenvironment.
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Not a single grad school or employment
recruiter has ever indicated that what they arereally looking for in a college graduate is:
A great note taker and someone who isexcellent at multiple choice tests!
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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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A Key to Understanding Learner
Centered Teaching
It is the one who does the work
that does the learning
www.wmin.ac.uk/.../Students-working-together.jpg
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The Definition of Learning
Learning is a change
in the neuron-patterns of the brain.
(Ratey, 2002, Goldberg, 2001)
www.virtualgalen.com/.../ neurons-small.jpg
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A 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 problemsthat arise in a context different (if only slightly) from thecontext in which the information was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
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What is the optimal learning outcome of any course?
What would make us
happy (from all that we
taughtthe skills,
content and behaviors)
that our students
remembered and could
use a year after they
finished our course?
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A Definition of
Learner Centered Teaching
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Learner Centered Teaching
Each decision we make as teachers is basedon one simple question
Given the context of my teachingassignment (# of students, learningenvironment or physical space etc.), will
this teaching action optimize my studentsopportunities to learn?
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Eight Reasons Students
Resist LearnerCentered Teaching
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1.Old habits die hard
The expectations our students have for their
roles and responsibilities as college learners
are based on strongly formed habits learned
through twelve or more years of teacher-
centered instruction.
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2.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 maelstromof educational and economic change swirling around
them. (TheNational Commission on the High School Senior Year in 2001, p.20).
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3. 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).
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4. Students dont Like Taking Learning Risks
But as we grow older we develop a great
tendency to hide from failure.(Tagg, 2003 p. 54).
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4. Students dont Like Taking Learning
Risks
Students that dont take risks and make
mistakes, which are the very actions
successful thinkers must do, are in the
business of protecting their unblemished
record of mediocrity (Covington, 1992, p. 231)
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5. LCT Doesnt 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.
First
Grade
Fifth
Grade
Eighth
Grade
Twelfth
Grade
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6. Students dont Want to Give More Effort and LCT
Requires It.
K. Patricia Cross in her 2001 talk Motivation Er will that be on the
test? in discussing American students views about effort said:
One of the oddities of traditional American culture,
especially the youth culture, is that it is better to bethought lazy than stupid. Thus, in the competition of
the classroom, students prefer to be seen by others
as succeeding through ability rather than through
effort.
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If I have to
work at it Imust not
be smart !(Carol Dweck, Mindset, 2008)
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7. Students Mindsets about Learning Make Adapting to
LCT More Difficult
Thousands of students each semester pay tuition to
take courses in subject areas they firmly believe they
cannot learn.
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7. Students Mindsets about Learning
Make Adapting to LCT More Difficult
This strange scenario occurs because of the
fixed mindset these students have developed
about learning a particular subject. (Dweck, 2006)
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8. Many Students Follow the Path of Least
Resistance in their Learning.
Minimalist learners.
These are students that adhere to thephilosophy: What is the least I have to do to
get the grade that I need.
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8. Many Students Follow the Path of Least Resistance
in their Learning.
This behavior reflect a life time of learning
in an environment where trying to gain a
reward or avoid a punishment was the
goal.
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Why Learner
Centered Teaching isin our Students Best
Interest
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Students need to Know WHY
Teaching is, in most
ways, no different than
any other human to
human interaction
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If I dont know WHY 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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3 Key Rationales for Explaining the Change to LCT
1. The best answer to
WHY we havechanged to a learner-
centered practice is this
is where the research
has led us.
.
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WHY Learner Centered Teaching
New discoveries abouthow the human brainlearns and thesubsequentrecommendations forhow to teach inharmony with thesediscoveries has guided
the development of alearner centeredapproach to teaching.
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Rationales for Explaining the Change to LCT
LCT requires students to
adopt new learning
roles and
responsibilities. Theseare based on what we
now know optimizes
the way the human
brain learns.
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3 Key Rationales for Explaining the Change to LCT
2. Readiness for Careers
The rationale for teaching the
learning skills, behaviors,attitudes and critical thinkingstrategies that are part of alearner centered courses isour students will need theseskills to be successful in theircareers.
As students understand thistheir buy in to LCT will begreater.
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Rationales for Explaining the Change to LCT
3. Preparation for Life LongLearning(LLL)
One of the significant changesour students need to accept isthat college is no longer theirterminal educationalexperience.
A college education givesstudents their learnerspermit.
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3. 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 beingasked to take on moreresponsibility for theirown learning is because
they will be responsiblefor it the rest of theirlives.
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LLL Preparation Includes Sharing Power with Students
Having choices in learning and some control over the
learning process and accepting the responsibility that comes
with choice and control is an authentic expression of how the
work place and the home place operate.
It is excellent preparation for life after college.
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Hospitality Industry Key LLL Skills
Must be able to read large
amounts of information,
determine what is
important to the task at
hand and then quickly
summarize it for others.
Must be able to learn
on their feet from
othersbe able to
observe and listen toothers and quickly
adapt.
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Hospitality Industry Key LLL Skills
Must know thedifference between theinformation you need toknow and all the otherinformation that is outthere.
Must be able to learnfrom your mistakes ( oryou will be out ofbusiness.)
Must be able tocommunicate clearly
and concisely so othersso can apply what youhave given them.
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Hospitality Industry Key LLL Skills
Must have the skills towork and learn on your
own.
Must know what yourstrengths and weaknesseswell.
Must be computer/technically literate.
Must know how to planand organize your owntime and that of others.
Must know your self well,your values, moral andethics as they will beconstantly tested.
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Hospitality Industry Key LLL Skills
What was not identified by the board membersas being important????
Ironically, it was the skills colleges often havestudents spend a great deal of time mastering
Note taking
Memorizing Test taking
Cramming
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Eight Skill AreasStudents Will
Need Help withto Succeed in a
LCT Classroom
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1. Helping Students Learn How to Learn on their Own
There are two important
messages:
1.Many of our students are
not well prepared to do agreat deal of their learning
on their own.
2. If they are to develop the
skills needed to learn on
their own we will have to
teach them these skills.
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Learning on Ones Own
The broad categories include the ability to
handle four areas of task management:
1. Task analysis
2. Identifying resources and planning actions
3. Taking action based on planning4. Assessing actions and revising plans. (adapted from work done at the University of Surrey, University Skills Program.
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Rationales for Having Students Learn on Their Own
It teaches them to
figure things out for
themselves and trusttheir own thinking
abilities in order to
complete a task.
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Learning on Ones Own
But perhaps the most
valuable outcome of
learning on ones own is--
The satisfaction and
confidence that
comes when
students are
successful.
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2. Learning to work with others
Knowing andlearning are
communal acts.
(Parker Palmer, 1987 p. 24).
www.osucascades.edu/.../images/two_students.JPG
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Three Vital Questions
1. What do our students know about effectively working
with other students?
2. What have their previous experiences taught themabout how groups and teams work?
3. What concerns do they have about working with
others?
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A Rationale for Working with Others
The rationale for students learning to effectively
work with others is a simple oneif they cant learn
to do it fairly well their career success may be in
jeopardy.
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A Rationale for Working with Others
Of the three main
modes our students use
to learn, writing,
reading and speaking--the one that is least
used is speaking (Nystrandand Gamoran ).
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Some Advice for Faculty
Teachers like to talk andthey cant stand silenceso they fill it up withtalk!
However, the bestadvice for facilitatingstudents discussion isfor us to keep ourmouths shut!
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3. Helping Students take Charge of their Learning
As instructors we areconditioned to be incontrol of the learningprocess -- moving awayfrom that idea makesmany of usuncomfortable.
Taking on more controlalso makes our studentsuncomfortable
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Some Good Reasons to Share Power.
1. Our students cannot
improve their abilities to be
more responsible for their
learning with out being
given greater responsibility
for it.
.
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Some helpful reasons to share power.
2. The more control our
students take and the
more choices we can
offer them the greatertheir desire and
willingness to engage in
the learning process.
( Zull p.52)
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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 smallgroup discussions
15. Rubrics for evaluation of self or peerswork
16. If rewriting of papers will be allowed
17. If retesting will be allowed
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Let Students Teach Each Other
Teaching others requires
the person doing the
teaching to thoroughly
understand the knowledge
or skills being taught.
Teaching others promotes
deep learning for thestudent doing the teaching.
www.csulb.edu/depts/chls/images/MorenodiceLat...
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Teaching Students how
to Teach Others
4. Having students teach
promotes independent
learning and the taking on
of increased responsibility
for their own learning.
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5.Helping Students with Presentations and
Performance Assessments
Your work will be made public!
www.uog.edu/dns/NSF/mbCl_files/image004.jpg
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By making work public students
Take their work more seriously
Are more accountability for their
work
Take more time and care in
preparing their work
Get to have additional
audiences assess their work
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Your work will be made public!
Its an authentic
expression of how work
is done.
Professional work is
done for others.
www.iowasenatedemocrats.org
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Performance Assessment
We can teach students
how to do math, do
history and do science,
not just knowthem.
(Jon Mueller)
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Metacognitive Skills and LLL
Metacognitive skills are among the most
important LLL skills.
Metacognition consist of two basic processes
occurring simultaneously: monitoring your
progress as you learn, and making changes
and adapting your strategies if you perceiveyou are not doing so well. (Winn & Snyder, 1998)
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7. Helping Students Recognize What They Know, Dont Know
and Misunderstand
Our students priorknowledge significantlyinfluence what theynotice about theenvironment and
affects their abilities toremember, reason,solve problems and
acquire newknowledge. (Bransford, et. al.p.10)
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7. Helping Students Recognize What They Know, Dont Know
and Misunderstand
If the only learning tool
our students have is
memorization thaneverything we teach
them will likely be seen
as something to be
memorized.
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7. Helping Students Recognize What They Know, Dont Know and
Misunderstand
We need to do a great
deal of checking.
preexisting understandingsamong college age and
older students often
persist even after new
models have been taughtthat contradict their nave
understandings. (Bransford et.al.p.16)
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7. Helping Students Recognize What They Know, Dont Know and
Misunderstand
We need to ask our
students to tell us what
they have learned in
their own words, usingexamples and
analogies.
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7. Helping Students Recognize What They Know, Dont Know and
Misunderstand
We must create activities
and conditions that allow
our students thinking to be
revealed.
Example -- use of
narratives in math
(Ramaprasad, 1983; Sadler, 1989).
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7. Helping Students Recognize What They Know, Dont Know and
Misunderstand
The most helpful type
of feedback provides
specific comments
about errors andspecific suggestions for
improvement (Bangert-Drowns,Kulick, & Morgan, 1991; Elawar & Corno, 1985).
FEEDBACK
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7. Helping Students Recognize What They Know, Dont Know and
Misunderstand
Make certain that
students are using the
feedback they have
been given.
Expect to see the
improvements in their
future work
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8.Helping Students to EvaluateThemselves, Others and the
Teacher
Friend to Groucho Marx:
Life is difficult!
Marx to Friend: Compared
to what?
imagecache2.allposters.com/images/pic/CLASS/1. ..
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d lf l
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Student Self-evaluation
When we teach
students how to assess
their own progress, and
when they do so againstknown and challenging
quality standards, a
great deal of learning
can take place.
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Peer Evaluation
Those receiving the
feedback discover theaccuracy of their self
assessment.
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How to Do Peer Evaluation
Peers should focus theirfeedback on a fewimportant aspects of thework.
Using a rubric or set ofquestions that focuses
the peer review processwill improve thefeedback.
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Seeking Students' Feedback
Ask students three questions
1. What do you like about thecourse and courseinstruction?
2. What would you changeabout the course or courseinstruction?
3. What could you do to makethe learning in this coursebetter for you and yourpeers?
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References
Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques, 2ndEdition.San Fransisco: Jossey-Bass
Bjork, R.A. (1994). Memory and Metamemory Considerations in the Training ofHuman Beings. In J. Metcalfe and A. Shimamura (Eds.) Metacognition: Knowing
About Knowing. (pp. 185-205). Cambridge, MA: MIT Press.
Givens, Barbara, Teaching to the Brains Natural Learning Systems, ASCDPublications, 2002.
Ratey, John.A Users Guide to the Brain. Pantheon Books, New York, 2001.
Sousa, David. How the Brain Learns, 2ndEdition. Ed 2001 Corwin Press, INC,Thousand Oaks, CA
Doyle, Terry. Helping Students Learn in a Learner Centered Environment: A Guideto Teaching in Higher Education. 2008.Stylus, Sterling, Virginia
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References
Rethinking Teaching in Higher Education, Edited by Alenoush Saroyan, CherylAmundsen, Stylus Pub.2004
Sprenger, Marilee. How to Teach so Students Remember. ASCD Publication, 2005.
Sylwester, Robert.A Celebration of Neurons: An Educators Guise to the Human
Brain. ASCD Publication, 1995. Zull, James. (2002), The Art ofChanging the Brain. Sterling, Virginia: Stylus
Publishing.
Tagg, John. The Learning Paradigm College. Anker Publishing , Bolton MA 2003
Covington, M. V. (2000) Goal , theory motivation and school achievement: AnIntegrated reviewin Annual Review of Psychology ( pp 171-200)
Dweck, Carol ( 2000) Self Theories: Their roles in motivation, personality anddevelopment. Philadelphia, PA Psychology Press
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References
How People Learn by National Research Council editor John Bransford,NationalResearch Council, 2000
Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,OxfordUniversity Press: 2001
Ratey, J. MD :A Users Guide to the Brain, Sprenger, M. Learning and Memory TheBrain in Action by, ASCD, 1999
Pantheon Books: New York, 2001
Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain.New York, NY, Grosset/Putnam
Damasio AR: Fundamental Feelings.Nature 413:781, 2001.
Damasio AR: The Feeling of What Happens: Body and Emotion in the Making ofConsciousness, Harcourt Brace, New York, 1999, 2000.
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References
Weimer, Maryellen, 2002, Learner Centered Teaching, Jossey Bass, San Francisco.
Smith, Peter, 2004. The Quiet Crisis; How Higher Education is Failing America,
Anker Publishing, Bolton MA
(Barbara L. Mcombs & Jo Sue Whistler, The Learner-CenteredClassroom & School,
1997)