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Five Ways to Teach Students to Be Learning Centered, Too

Have you ever wondered if your students are as concerned about their learning as you are? If you prioritize student learning, you may be the only person in your classroom with that goal. Learning-centered teachers seek to coauthor classroom experiences with their students, whereas students may seek only to be taught passively. How might you inspire your students to share accountability for their learning? These five considerations can help you teach your students to be learning centered, too.

When we broaden our approach to implementing learning-centered methods, we have the potential not only to inform how students approach tasks, but how they view themselves as learners. The previous strategies are just a sample of the many ways you can better align students with your efforts both to prioritize and enhance learning in your classroom. You might also consider reading the book Creating Self-Regulated Learners, which provides helpful details for how to integrate some of the ideas mentioned here into your own strategies and designs.

Knowledge is a great gift, but teaching students to be learning centered is a gift that keeps on giving.

Dr. Carl S. Moore is the Director of the Research Academy for Integrated Learning at the University of the District of Columbia, he also serves as Certificate Faculty for the Teaching in Higher Education Program at Temple University.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

Dweck, C. (2006). Mindset: The new psychology of success. Random House.

Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. University of Oklahoma, 27, p11.

Kiewra, K. A. (2012). Using Graphic Organizers to Improve Teaching and Learning. IDEA Paper# 51. IDEA Center, Inc.

Nilson, L. B., & Zimmerman, B. J. (2013). Creating Self-Regulated Learners.

Rhem, J. (2013). Using reflection and metacognition to improve student learning: Across the disciplines, across the academy. M. Kaplan, N. Silver, D. LaVaque-Manty, & D. Meizlish (Eds.). Stylus Publishing, LLC.

This article first appeared on Faculty Focus on September 19, 2016. © Magna Publications. All rights reserved.