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Learner-Centered Teaching In Engineering/Technology Classrooms
Steven A. FreemanIowa State University
Center for Excellence in Learning and Teaching
Paradigm ShiftTeacher-Centered• Knowledge is
transmitted from professor to student
• Students passively receive information
• Teaching & assessing are separate
• Culture is competitive and individualistic
Learner-Centered• Students construct
knowledge• Students are actively
involved• Teaching & assessment
are intertwined• Culture is cooperative,
collaborative and supportive
Seven Principles for Good Practice in Undergraduate Education:
Arthur Chickering and Zelda Gamson– American Association of Higher Education
Good Practice in Undergraduate Education:
1. Encourages contacts between students and faculty
2. Develops reciprocity and cooperation among students
Good Practice in Undergraduate Education:
3. Uses active learning techniques
4. Gives prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse talents and ways of learning
Active Learning• Student’s create their own learning– They must talk about the content and
their learning– They must share the learning
experience and work together– They must apply their learning– They must accept responsibility for
their learning
Active Learning Techniques• In the classroom:– Group projects• Peer evaluations
– Structured discussions– Laboratory exercises and experiments
• Outside of the classroom:– Internships– Research projects
Think/Write/Pair/Share• Reflect on your past learning
situations• Identify 3-4 activities that engaged
you and contributed to your learning• Write those activities on a sheet of
paper• Share those activities with a partner• Complete this in 5 minutes
Accountability is Important• Who would like to share with the
group what was discussed with your partner?
• Student accountability– Informal - sharing with the class– Formal - peer evaluations
Peer Evaluations• Variety of formats and approaches• The one in your handout is one I use– I evaluate the quality of the work– The students evaluate the contributions
that each student made to the completion of the project/activity
– The students select among descriptive criteria rather than assigning a grade or a numerical scale
Group Quizzes• Pick a hazard that was identified in the
audit or investigation. For that hazard, identify how each prevention method discussed could be used to address that hazard. Write something for each hazard. If a method does not apply to the hazard, explain why.
Group Quizzes• Define the enduring understanding for this
course and then explain it in your own words.
• Discuss the course’s 5 key principles (as defined in the syllabus) in the context of all the topics we have discussed and the activities we have accomplished this semester.
Classroom Assessment Techniques
• In addition to providing feedback on student learning, some CATS also encourage:– Students to interact with each other• Listening• Summarizing• Teaching/explaining
– All of which enhance learning
Example Interactive CATS• Turn to your partner/group
• Think/Write/Pair/Share
• Note taking pairs
• Read and explain pairs
• Jigsaw
Service Learning Projects• Joint venture between students and
industry (semester project)– Current occupational safety problem
that needs solved– Students respond in a consulting role
by recommending appropriate solutions (at least two alternatives)
Open Forum• Questions• Comments• Discussion• Sharing of more
examples