Overview of Learner-Centered Teaching

Overview of Learner-Centered Teaching

Based on the work of Maryellen Weimer Being a learner-centered teacher means focusing attention squarely on the learning process: what the student is learning, how the student is learning, the conditions under which the student is learning whether the student is retaining and applying the learning, and how current learning positions the student for future learning.  The distinction between teacher–centered and student–centered is made as a way of indicating that the spotlight has shifted from the teacher to the student. In learner-centered instruction the action focuses on what the students are doing not what the teacher is doing. This approach that now features students, accepts, cultivates and builds on the ultimate responsibility students have for their own learning.   Teachers cannot do it for students. They must set the stage and help out during rehearsals, but it is up to the students to perform, and when they do learn it is the students not the teachers that should receive the accolades Four Key Questions What are the students learning? How are the students learning? What are the conditions under which the students are learning? How does current learning position the students for future learning? Learner-Center Teaching Shifts the responsibility to the students and away from the teacher—it focuses on what the students are doing not what the teacher is doing. Questions Teachers need to ask Themselves? Do students learn because of us or in spite of us? What are my motives behind the methods that I use in the classroom? How do I learn to step out of the spotlight? How do I learn to become a facilitator or guider of learning? What responsibilities can we give over to the students and what must we keep to remain in control? What can be cut from our course content? Learner-Center Teaching and Content Content is not to be “covered”—it is a vehicle to develop learning skills and strategies both general and specific to the content. Content promotes self—awareness. (Metacognition) Helping students understand how they learn and developing confidence in their abilities as learners is a key component of learner-centered teaching. Helping students to identify their strengths and weaknesses as learners and then helping them to develop ways to use their strengths and improve their weaknesses is vital to this approach. Content is learned by experiencing it—using it. The teacher creates a synergy of content and learning together. Content Questions? What do students most need to be successful with the course content? How do you get the course experience to cause a qualitative change in a person’s way of seeing, experiencing, understanding, and conceptualizing something in the real world as opposed to a qualitative change in the amount of knowledge possessed? How do we get content to move from an end to a means? Five Areas of Learner-Centered Teaching 1.  The Balance of Power in the Classroom The classroom is a microcosm of the real world and it’s our chance to practice the ideals and beliefs we cherish. Competition vs. Cooperation—Students need to understand how to learn from their peers and then practice learning from each other. 2.  The Function of Content Exploring the Constructiveness approach to learning in which learners construct their own knowledge rather than passively receiving it. In this view of learning knowledge cannot be simply given to students they must construct their own meaning. Learning is to occur most often in a social context. The forming of a classroom community is a key to success. It requires invention and self-organization on the part of the learner. Learners raise their own questions, generate their own hypotheses.  3.  Role of the Teacher The goal is to involve students in the process of acquiring and retaining information, skills and strategies. How do the actions of the teacher impact learning? The role of the teacher is to promote learning which is a different role then the traditional one most teachers have embraced. 4.  The Responsibility for Learning Learning skills as sophisticated as those needed to be an autonomous, self-regulating learner do not develop through the “simple” exposure to content but must be taught. Our students will be lifelong learners. How do we move students from where they are to where we need them to be?  5.  Evaluation Purpose and Process Students learn what ever they are tested or evaluated on. Tests and assignments are the courses most potent impetus of learning. Do the instructor’s assignments contribute to the desired “learning” outcomes? What and how students learn depends to a major extent on how they think they will be assessed. The assessment practices must send the right signals. How do we fight the notion of “getting a grade” as opposed to growing as a learner in a given content area? Exploring the Resistance to a Learner-Center Approach  1.     Why Students Resist? ·         More work for them ·         It’s Threatening to their traditional views about how school should be ·         The responsibility is in the students’ hands ·         They may not be ready for it 2.     Why Faculty Resist ·         It is threatening to give up some control and power ·         They are not the exclusive content expert any longer ·         Some are not at a point in their own “teaching development” to entertain these ideas ·         I have to teach less content and include learning skills and strategies  How to Make a Learner-Center Approach Work Develop an integrated, coherent philosophy of education. Teachers need an approach not just a set of practices. Make the change slowly and systematically with a specific plan in mind. Plan to tinker as you go—trail and error. Set realistic expectations for success. Develop a deeper and more accurate self-knowledge—seek feedback from students, colleagues and experts and listen to it. Get feedback that is specific to the task or change being tried and not clouded by other course factors.