Posts Tagged ‘learner-centered’
March 18 - Millennial Students and Middle-aged Faculty: A Learner-centered Approach toward Bridging the Gap
The problem is my age. It relentlessly advances while the faces staring back at me in the classroom remain the same, fixed between late adolescence and early adulthood. In short, I grow old while my students do not. And the increasing gap between our ages causes me some concern, pedagogically speaking.
In November I had the great privilege of interviewing Parker Palmer. If you don’t know his book, The Courage to Teach, it’s one not to miss. If you haven’t read it in a while, it merits a reread. After reading it again, I found new ideas I missed the first time, old ones I have yet to understand completely and others I hadn’t thought about for far too long.
December 31 - The Flipped Approach to a Learner-Centered Class
Moving from a lecture-based class to a flipped class requires a new set of skills. You can have the most creative assignments, the latest technology, and the most organized plan, but unless you have the skills to implement that plan, the flipped learning environment fails. This seminar will help you create a successful flipped experience for you and your students.
In May I finished a second edition of my Learner-Centered Teaching book. Revising it gave me the chance to revisit my thinking about the topic and look at work done since publication of the first edition ten years ago. It is a subject about which there is still considerable interest. The learner-centered label now gets attached to teaching strategies, teachers, classes, programs, departments and institutions. Like many trendy descriptors in higher education, with widespread use comes a certain definitional looseness. Active learning, student engagement and other strategies that involve students and mention learning are called learner-centered. And although learner-centered teaching and efforts to involve students have a kind of bread and butter relationship, they are not the same thing. In the interest of more definitional precision, I’d like to propose five characteristics of teaching that make it learner-centered.
There are a lot of ideas out there for introducing technology into the classroom. Unfortunately, not all of them are good. During this video seminar we’ll explore some easily implemented technologies that can result in a richer learning experience for your students, and a more rewarding teaching experience for you.
February 7 - Long-Term Benefits of Learner-Centered Instruction
Often these questions are raised about courses using learner-centered approaches: What if this is the only learner-centered course taken by the student? Is one course enough to make a difference?
There is growing evidence that courses with learner-centered approaches—those approaches that use active learning strategies to engage students directly in learning processes—enhance academic achievement and promote the development of important learning skills, such as critical thinking, problem solving, and the ability to cooperatively work with others. But does the experience of being made responsible for learning transcend that individual course?
December 5 - How Technology Can Improve Learner-Centered Teaching
For faculty looking to create a more learner-centered environment there are always a few bumps in the road. First they need to get used to no longer being the “sage on the stage” and then there’s the adjustment period for students who aren’t used to being active participants in their learning. In many ways, technology
Most of the time research evidence grows by bits and pieces—not all at once, and the evidence documenting the effectiveness of learner-centered approaches is no exception. It continues to accumulate, as illustrated by this study. It occurred in a third-year pharmacotherapy course in a doctor of pharmacy program. The students were randomly assigned to five- and six-member groups, with each group being assigned a patient case with multiple drug-related problems.
“Why should we change the way we teach?” a marketing professor asked with an honest gaze and a smile that bespoke sincerity. It was early in a workshop session just after I’d introduced the idea of learner-centered teaching and explained why students should be doing more of the learning tasks themselves.
“One of the biggest barriers to online learning is our inability to respond in the moment, unless we happen to be on live chat or video, which is really rare in most of the online learning world,” says Rick Van Sant, associate professor of education at Ferris State University.