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Learner centered teaching

The document discusses learner-centered teaching, which emphasizes students' active participation in their learning process, challenging traditional teacher-centered methods. It highlights key differences between these paradigms, such as the role of the instructor, the type of knowledge acquisition, and the cultural atmosphere of the classroom. The document advocates for practical strategies to empower students and foster a collaborative learning environment that enhances critical thinking and problem-solving skills.

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Learner-Centered Teaching MONA EL-SADEK QUALITY DEPARTMENT MINISTRY OF EDUCATION
Watching video Task After watching the video please write in your paper (3) ideas?
represents a paradigm shift from traditional teaching methods by focusing on how students learn instead of how teachers teach. Thus, the model’s conceptual underpinning is rooted in learning, challenging us to ask the rarely heard question, “How can I improve my students’ learning?” instead of the often asked “How can I improve my teaching?” (Weimer, 2002). Learner-centered teaching:
Learner-centered teaching is: learning approach which is broadly related to, and supported by, constructivist theories of learning. It is characterized by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning, fostering transferable skills such as problem solving, critical thinking and reflective thinking.«
Comparison of Paradigms (George Watson, 2002) Learner-CenteredTeacher-Centered Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving. Knowledge is transmitted from teacher to student. Students are actively involved.Students passively receive information.
Learner-CenteredTeacher-Centered Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts. Emphasis is on acquisition of knowledge outside the context in which it will be used. Instructor’s role is to coach and facilitate. Instructor’s role is to be the primary information giver.
Learner-CenteredTeacher-Centered Emphasis is on generating better questions and learning from errors. Emphasis is on right answers. Approach is compatible with interdisciplinary investigation. Focus is on a single discipline.
Learner-CenteredTeacher-Centered Culture is cooperative, collaborative, and supportive. Culture is competitive and individualistic. Instructors and students learn together. Only students are viewed as learners.
How we can do this change?
Five key changes to practice The balance of the power Evaluation purpose and process The responsibility for learning The role of the teacher The function of the content
The balance of the power Faculty are in control ◦Content, pace, assignments, due dates, evaluation, communication ◦Syllabus language as evidence Of course we are (or should be): ◦Students are not capable (lack maturity, do not have good study skills, not prepared, do not care about learning) ◦Faculty are capable Can one design course activities and assignments that responsibly give students more control over learning?
Combination of faculty and student decision making Benefits Students gain confidence – initial resistance changes to increased motivation Increases feeling of ownership of class Practical examples: ◦Assignments selected from array of options (Fixed due dates – own scheduling decisions) ◦Syllabus development General course policies and evaluation methods Topics covered.
* Can one design course activities and assignments that responsibly give students more control over learning? * How much power is enough? * How much freedom can they handle? * When do teachers compromise professional responsibilities?
* Content plays major role in instructional decisions. * Common assumption: More is better. * How much content is enough? •Entry level vs. advanced courses •Memorization vs. understanding *Future uses of content: •Need to continue to learn new content (it’s impossible to teach everything about anything) •Old understandings replaced by newer understandings (need to relearn past content)
*Goal – develop learning skills (accessing, organizing, evaluating) that students will use later to understand new (or revised) content *Content is “used” not “covered” •Develop knowledge base (current use) •Develop more general learning skills •Create learner awareness How to balance establishing a knowledge base with the development of learning skills?
Practical approaches: Think developmentally – learning skills build on one another How to interpret a textbook figure Make short learning activities routine Students spend 5 minutes at end of lecture summarizing Take advantage of learning center professionals Use supplementary materials
*Involve students in process of setting classroom climate Have students identify climates where they have learned effectively in the past Get feedback on classroom climate *Help students face poor exam performance *Accepting responsibility for assignment details *Empowering students to fix problems Establishing guidelines for how students should address problems that arise during group work
*Do learning tasks less Students summarize info *Less telling – more student discovery In-class syllabus test *Do more modeling Demonstrate how an “experienced” learner would approach a task (adopt-a-paper) *Get students to learn from (and with) each others
* Review periods focus on integration of content, organization, identifying emphasis *Use the exam to promote learning Provide additional short answer questions Have students write a question that they expected, but did not show up *Debriefing the exam *Self-assessment activities Increase sense of responsibility and confidence in assessing their own understanding *Peer reviewed activities
active rather than passive learning deep rather than surface (or strategic) learning learner: increased responsibility, accountability, autonomy interdependence and mutual respect within teacher- learner relationship reflexivity in both learning and teaching
Resources 1. Watson, George (2002). Student-Centered Learning: A Challenging Odyssey in PBL, Fourth Annual Asia-Pacific PBL Conference Hat Yai, Songkla, December 12, Thailand. 2. Weimer, Maryellen (2002). Learner-Centered Teaching Five Key Changes to Practice. 4.