The Responsibility for Learning

Currently: Faculty “force” learning on reluctant participants.

The Change: With students, faculty create learning environments that motivate students to accept responsibility for learning.

Examples: activities to create constructive classroom climates. One of the approaches I have tried is to invite students who did badly for the midterm test to meet me individually. During the meeting, I would find out more on the student's study practices, and allow him/her to suggest what he/she could do to be better prepared for the exam. Encouraging students and expressing confidence in their abilities can help students take responsibility for their own learning. As students grow more autonomous, they need teachers less.

The Processes and Purposes of Evaluation

Currently: Evaluation activities are grade-oriented and completed exclusively by teachers.

The Change: Evaluation activities should also be used to promote learning and to develop self- and peer assessment skills.

Examples: ways to use self- and peer assessment - participation

Implication: Accurate self- and peer assessment results in fewer arguments over grades. For example, in addition to the grade students receive for their assignments, I always make it a point to provide detailed feedback and comments. Weimer (2002) goes one step further to suggest that comments and grades should be separated. For example, the teacher could return the assignment with comments only and get students to write their responses to the comments before giving the grade.

( Content from: Learner-Centered Teaching: Five Key Changes to Practice available online: www. josseybass.com)

 

Learner-Centered Principles for Teaching

1. Actively Engage Learners: ensure learning material is stimulating, relevant and interesting; explain material clearly; use a variety of methods that encourage active and deep approaches to learning, as well as adapt to evolving classroom contexts.

2. Demonstrate Empathy and Respect: show interest in students’ opinions and concerns; seek to understand their diverse talents, needs, prior knowledge, and approaches to learning; encourage interaction between instructor and students; share your love of the discipline.

3. Communicate Clear Expectations: make clear the intended learning outcomes and standards for performance; provide organization, structure and direction for where the course is going.

4. Encourage Independence: provide opportunities for students to develop and draw upon personal interests; offer choice in learning processes and modes of assessment; provide timely and developmental feedback on learning; promote self-assessment of learning.

5. Create a Community for Learning: use teaching methods and learning strategies that encourage mutual learning, as well as thoughtful, respectful and collaborative engagement and dialogue.

6. Use Appropriate Assessment Methods: clearly align assessment methods with intended course outcomes; assess only what you have been teaching; provide clear criteria for evaluation.

7. Commit to Continuous Improvement: gather formative and summative feedback on your teaching; practice critical self-reflection; consult scholarly literature on teaching & learning; identify clear goals for strengthening your teaching practice, learn experience of other teachers.

Recommended Literature

1.Richard M.Felder, Rebecca Brendt “Navigating the Bumpy Road to Student-Centered Instruction”. http://www.usciences.edu/teaching/Learner-Centered/navigatingthebumpyroad1.pdf

2. “Which is Best: Teacher-Centered or Student Centered Education” http://education.cu-portland.edu/blog/classroom-resources/which-is-best-teacher-centered-or-student-centered-education/

3. Saul McLeod “Zone of Proximal Development” http://www.simplypsychology.org/Zone-of-Proximal-Development.html

 

Seminar 1