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Learner-Centered Teaching

Lana Shamanaeva
American Studies Department

What is learner-centered teaching?

places a learner rather than the instructor in the driver’s seat.

Why should we focus on learners?
 They

must benefit most from the process of education.

Muller.” Stage. Learning is directed toward social change and transforming the world. and “true” learning empowers students to challenge oppression in their lives. and Simmons (1998) . Kinzie.What is the purpose of education? “Education’s role is to challenge inequality and dominant myths rather than socialize students into the status quo.

35. Huba and Freed. and explaining it to others. integrating it with what is known. organizing it in a meaningful way. . p. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. 2000. They have reserved for themselves the very conditions that promote learning: • • • • actively seeking new information.What I know best I have taught… …the individuals learning the most in the teacher-centered classrooms are the teachers there.

3. _____________ build it.Beliefs about learning 1. 4. . 2. Students respond well if they are ___________. Learning is an ____________ process. People learn with ______________ not prescriptions. 5. Students learn in ____________ ways. Knowledge is internal.

Learning is an _active_ process. 3. 2.Beliefs about learning 1. _learners_ build it. 4. Knowledge is internal. Students learn in _different_ ways. Students respond well if they are _involved_. People learn with _guidance_ not prescriptions. 5. .

.Father of the idea “Now the change which is coming into our education is the shifting of the center of gravity. he is the center about which they are organized..” John Dewey 1859-1952 . the child becomes the sun about which the appliances of education revolve.

Do you apply learner-centered techniques or approach in your classes? What changes can make our courses more learner-centered? .

Who does what in your class?  Who chooses the topic?  Who chooses the activities?  Who prepares the material for the activities?  Who do the students speak to mostly?  Who chooses group members?  Who gives the instructions and explanations? .

responds.Who does what in your class?  Who asks questions. and gives feedback?  Who writes on the board?  Who uses equipment?  Who answers questions asked by the students? .

Learner-Centered Teaching Five Key Changes to Practice Maryellen Weimer .

5 key changes to practice      Balance of power Function of content Role of teacher Responsibility for learning Evaluation purpose and process .

Balance of power  Content  Calendar  Assignments  Policies  Grading .

How far down the pyramid will you go? Student involvement The task The unit The book The course book & other activities The syllabus The curriculum .

motivating the whole class?  How much freedom can students handle?  Can we give decision-making differentially? .Arising questions  How much power is enough for motivating one student vs.

Teaching with Your Mouth Shut.” D. . 2000.Function of content  Dichotomous thinking  Priority of skills  Dual function “Use content as a vehicle to develop learning skills. L. Finkel.

Arising questions  How much content is enough?  What to do with students at different skill levels?  How to adapt generic learning activities to fit the content I teach? .

Role of teacher  Knowledge transmission  Learning facilitation .

Ss do > discovering do > design work do > modeling involve Ss in collaborative work > create climates for learning provide > formative feedback . 5.Principles of a learning facilitation 1. 7. 2. 6. Ts Ts Ts Ts Ts Ts Ts do learning tasks less do < telling. 3. 4.

and if so.Arising questions  Should you intervene. when?  What do you do when you intervene? .

2. 4. 3. 5. Autonomous.Responsibility for learning 1. selfmonitored learners Extrinsic motivators Logical consequences. self-regulated. not discipline Rationale behind the assignment Resistance .

Arising questions  How many consequences should students be allowed to experience?  How do these consequences influence students of different types?  Is there any legitimate place for teacherimposed structure or sanctions when the environment is truly learner-centered? .

.Purpose and process of evaluation Focus on learning processes 2. Incorporate selfassessment and peerassessment 1. Incorporate > formative feedback mechanisms 4. Reduce the stress and anxiety of evaluation 3.

Arising questions  Should students have any involvement in the actual grading process? .

Implementing LCT  Changes in one dimension will lead to changes in another dimension  You can start anywhere .

.The successful teacher is the teacher who becomes progressively redundant.

You can lead a horse to water. but you cannot make it drink. .

“It is the teacher’s job to put salt in the oats so that once the horse got to water.” . it was damn thirsty.

.Thank you for attention.