Professional Documents
Culture Documents
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Use it or Lose it
When new material is not practiced the new dendrite tissue is reabsorbed by the brain to conserve resources. (Dr. Janet Zadina)
It is the one who does the work who does the learning
If I dont know WHY you want me to work on a project or learn a concept or if I cant see how taking on a certain task has some benefit to me I am hesitant to do it.
1. The best answer to WHY we have changed to a learner-centered practice is this is where the research has led us.
The rationale for teaching the learning skills, behaviors, attitudes and critical thinking strategies that are now part of learner centered college courses is that our students will need these skills to be successful in their careers.
One of the significant changes our students need to accept is that college is no longer their terminal educational experience.
Rationales for Explaining the Change to LCT For Example One of the reasons students are asked to take on more responsibility for their own learning is because they will be responsible for it the rest of their lives.
Many first-year college students are sick to death of school by age eighteen and see college as just the last hurdle to be (Leamnson 1999, crossed.
p.35).
Each school year looks a great deal like the year before.
Students dont want to give more effort and LCT requires it.
in the competition of
the classroom, students prefer to be seen by others as succeeding through ability rather than through effort. OR If I have to work at it I must not be very smart
K. Patricia Cross in her 2001 talk Motivation Er will that be on the test?
Many students follow the path of least resistance in their learning. Taking the path of least resistance often results in minimalist learning.
Students adhere to the philosophy: What is the least I have to do to get the grade that I need.
1. LCT Means Sharing Power with Students Having choices in what and how to learn and having some control over the learning process are key elements of LCT.
(Weimer, 2002)
Course Textbook Number of exams When in the course exams will be given Attendance policy Late work policy Late for class policy Course learning outcomes Office hours Due dates for major papers Teaching methods/approaches How groups are formed Topic of writing or research projects Grading scale Discussion guidelines for large or small group discussions Rubrics for evaluation of self or peers work If rewriting of papers will be allowed If retesting will be allowed
6. Classroom Presentations
Before assigning students to do presentationsteach them how to do a professional presentation.
References
Medina, John, Brain Rules, Pear Press, 2008 Sylwester, R. A Celebration of Neurons An Educators Guide to the Human Brain, ASCD:1995
Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 1999
.How People Learn by National Research Council editor John Bransford, National Research Council, 2000 Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,Oxford University Press: 2001 Ratey, J. MD. Spark: The New Science of Exercise and the Brain, 2008, Little Brown Ratey, J. MD :A Users Guide to the Brain, Pantheon Books: New York, 2001 Zull, James. The Art of Changing the Brain.2002, Stylus: Virginia
The End