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.
There’s a mental health crisis on today’s college campuses. According to research conducted by the National Alliance on Mental Illness: one in four college students have a diagnosable illness, 40 percent do not seek help, 80 percent feel overwhelmed by their responsibilities, and 50 percent have become so anxious that they struggle in school.
Most teachers consider Wikipedia the devil’s realm, a place where rumor and misinformation are spread. But in reality, studies have found that Wikipedia has an accuracy of a regular encyclopedia. Inaccurate information is quickly corrected by volunteer editors, and there are strict standards for entering content, including the rule that “everything must be cited.” Most important, Wikipedia is the place where many, if not most, people go to get initial information on a topic. This makes it probably the most important information source on the Internet, and because editing is public, it presents a wonderful opportunity for students to create articles as class assignments.
Early in my career, I focused most of my efforts on teaching content. That is, after all, what most of us are hired to do, right? With experience and greater understanding of how learning works, my attention shifted toward metacognition. I began investing lots of time and energy reading and identifying ways to help students grow as learners while they learned the content.
The Winter/Spring 2016 issue of Peer Review highlights the powerful impact ‘transparency’ can have on learning for all students. One aspect of transparency is making obvious the intellectual practices involved in completing and evaluating a learning task. But making these processes visible for students is more easily said than done; we are experts in our fields for the very reasons that our thinking and evaluating are automatic and subconscious. It’s hard to describe exactly what we do intellectually when we synthesize or integrate, critique, or create. Similarly, it’s difficult to articulate the differences between an assignment we score as an A and one to which we give a B. Thus, a challenge in achieving transparency is developing a deep awareness of our own processes. Only then can we explicitly teach those thinking processes.
Editor’s Note: In part one of this article, the author shared openly some of the mistakes he made early in his teaching career. In this entry, he outlines some of the changes he’s made to his teaching over the years and the principles he uses to guide his teaching.
I had known it all along at some level, but now it suddenly became glaringly obvious to me. Deep down, sometimes out of conscious reach, students want to be transformed and their lives made more useful, productive, and powerful. I added the following new goal to my personal mission statement:
I started teaching at American University at the age of 56 after a rewarding career as an environmental and wildlife film producer. That was almost ten years ago, and I’ll be the first to admit that I really didn’t know what I was getting myself into. I had never taught before and I wasn’t even sure where to begin. I had no teaching philosophy beyond some vague, unarticulated feeling that I wanted my students to do well. And so, I started asking lots of questions.
Have you ever become so frustrated with students and overwhelmed by your workload that you start questioning what you are doing? At times it can feel suffocating. Baruti Kafele, an educator and motivational speaker offers a perspective of being mission oriented to educators and others working with young people in our nation’s classrooms. He suggests affirming your goals and motivations to facilitate successes among students. However, in the college classroom, it is also essential that we, as faculty members, remember and affirm our purpose, acknowledge the contributions we make in students’ lives and professional pursuits, and respect the call or passion that brought each of us to the teaching profession.
Recent findings indicate that higher education enrollment is being outpaced by online enrollments while overall enrollment in higher education has declined over the last three years (Betts, 2017). Data analyzed from the U.S. Department of Education confirm that enrollment in online courses in higher education has more than tripled in the years from 2002 to 2014: 2002, 1.6 million; 2014, 5.8 million (Poulin & Straut, 2016).
In my teaching experience I have come to the conclusion that many college students are unaware of the cultural differences and social issues in their communities. I have also realized that some teachers are often limited in delivering academic content inside the classroom, which might prevent learners from contextualizing the knowledge in real-life situations. Therefore, helping students understand that there is a relevant relationship between their professional skills and their role as citizens within their communities is important. The purpose of including community-based projects in your syllabi is to instill in students a sense of social responsibility and cultural awareness at an early stage in their professional life.