HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Due to the pandemic, both instructors and students have had to adapt quickly to different forms of online learning models. Asynchronous learning has emerged as
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.
It’s hard to say—we have no definitive measures of learner-centeredness or even mutually agreed upon definitions. And yet, when we talk about it, there’s an assumption that we all understand the reference.
My friend Linda recently gave me a beautifully illustrated children’s book that contains nothing but questions. It reminded me how good questions, like beams of light, cut through the fog and illuminate what was once obscured. And so, to help us further explore and understand what it means to be learner-centered, I’ve generated a set of questions. For the record, these questions were not empirically developed, and they haven’t been validated in any systematic way. However, they do reflect the characteristics regularly associated with learner-centered teaching.
We already do give students some choices. We let them choose paper topics, decide what to do for group projects, select subjects for artwork—and we’ve seen them struggle to make those choices. Most students don’t see selecting content as an opportunity to explore an area of interest, but rather an added burden of now trying to figure out what the teacher wants.
When I walk into a college classroom these days it is as quiet as libraries used to be. Every head is bowed and every thumb is scrolling away on a screen. There are few, if any, conversations between students. No one looks up until I take attendance. When the class is over the students depart as silently as they came. Even if they are drifting in the same direction, they rarely talk to one another. It’s almost impossible to catch the eye of a student walking toward me and, if I break the spell with a cheery “Hello!”, there is a startle reflex that reveals the depth of the self-isolation.
Much has been written, both in Faculty Focus and elsewhere, about cell phones in the classroom. Such pieces typically break into two categories: whether to ban or not to ban, and techniques for using devices productively for educational purposes.
As helpful as those discussions are, conspicuously absent most of the time are students’ views. Do they even want their phones available in class, or are the devices simply attractive nuisances? Is a classroom without cell phones desirable from their standpoint—and if so, what would it take to achieve such an environment? Last spring, I decided to find out.
Faculty often tell students to study two hours for every credit hour. Where and when did this rule of thumb originate? I’ve been unable to track down its genesis. I suspect it started around 1909, when the Carnegie Unit (CU) was accepted as the standard measure of class time. [See Heffernan (1973) and Shedd (2003) for thorough histories of the credit hour.] The U.S. Department of Education defines the credit hour as “One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester…” The expectation was the norm when I was in college in the 1980s and more seasoned professors indicate it was expected in the 1970s too.
To: My Students
From: Your Teacher
Re: A Better Learning Experience
This is just a brief note to let you know how committed I am to making this a good course. But I can’t do my best teaching without your help. So, I thought I’d share a list of things you can do that will make this a better experience for all of us.
The past several decades have seen an interest in learning surge. It’s always been part of our educational endeavors, but the recent focus on it has been intense—that is, for teachers. Our interest is not shared by most of our students. They are still pretty much all about grades, preferably those acquired easily. They will work for points, but not very enthusiastically, if at all, without them.