Walsh College LCT Workshop

8/8/2019 Walsh College LCT Workshop

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Helping Students Learn in a

Learner Centered EnvironmentDeveloped for Walsh College by Professor Terry Doyle

Ferris State University


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Learning Outcomes

As a result of participating in todays activities faculty will:1. Have a clearer understanding of the reasons most students resist

learner centered teaching.

2. Take away rationales explaining why LCT is the bestapproach to college instruction.

3. Have a clearer understanding of the skills students will need to be

successful learners in a LCT environment.

4. Take away ideas for teaching students the learning

skills and strategies they will need to be successful in LCTenvironment.


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Not a single grad school or employment

recruiter has ever indicated that what they arereally looking for in a college graduate is:

A great note taker and someone who isexcellent at multiple choice tests!


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Learner Centered Teaching


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This can be



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A Key to Understanding Learner

Centered Teaching

It is the one who does the work

that does the learning

www.wmin.ac.uk/.../Students-working-together.jpg


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The Definition of Learning

Learning is a change

in the neuron-patterns of the brain.

(Ratey, 2002, Goldberg, 2001)

www.virtualgalen.com/.../ neurons-small.jpg


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A Teachers Definition of Learning

Learning is the ability to use information after

significant periods of disuse

and

it is the ability to use the information to solve problemsthat arise in a context different (if only slightly) from thecontext in which the information was originally taught.

(Robert Bjork, Memories and Metamemories, 1994)


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What is the optimal learning outcome of any course?

What would make us

happy (from all that we

taughtthe skills,

content and behaviors)

that our students

remembered and could

use a year after they

finished our course?


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A Definition of



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Each decision we make as teachers is basedon one simple question

Given the context of my teachingassignment (# of students, learningenvironment or physical space etc.), will

this teaching action optimize my studentsopportunities to learn?


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Eight Reasons Students

Resist LearnerCentered Teaching


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1.Old habits die hard

The expectations our students have for their

roles and responsibilities as college learners

are based on strongly formed habits learned

through twelve or more years of teacher-

centered instruction.


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2.High Schools Remain Teacher-Centered Institutions

Despite the efforts of many, the organization and

structure of most comprehensive high schools look

very similar to those of high schools of generations

ago. High schools have stood still amidst a maelstromof educational and economic change swirling around

them. (TheNational Commission on the High School Senior Year in 2001, p.20).


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3. Learning is not a Top Reason Students give for

Attending College

Many first-year college

students are sick to

death of school by age

eighteen and see

college as just the last

hurdle to be crossed.(Leamnson 1999, p.35).


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4. Students dont Like Taking Learning Risks

But as we grow older we develop a great

tendency to hide from failure.(Tagg, 2003 p. 54).


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4. Students dont Like Taking Learning

Risks

Students that dont take risks and make

mistakes, which are the very actions

successful thinkers must do, are in the

business of protecting their unblemished

record of mediocrity (Covington, 1992, p. 231)


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5. LCT Doesnt Resemble what Students Think of as

School

By age 18, our students have spent 70% of

their waking lives in school (Leamnson, p.35),

Each school year looks a great deal like the

year before.

First

Grade

Fifth

Grade

Eighth

Grade

Twelfth

Grade


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6. Students dont Want to Give More Effort and LCT

Requires It.

K. Patricia Cross in her 2001 talk Motivation Er will that be on the

test? in discussing American students views about effort said:

One of the oddities of traditional American culture,

especially the youth culture, is that it is better to bethought lazy than stupid. Thus, in the competition of

the classroom, students prefer to be seen by others

as succeeding through ability rather than through

effort.


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If I have to

work at it Imust not

be smart !(Carol Dweck, Mindset, 2008)


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7. Students Mindsets about Learning Make Adapting to

LCT More Difficult

Thousands of students each semester pay tuition to

take courses in subject areas they firmly believe they

cannot learn.


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7. Students Mindsets about Learning

Make Adapting to LCT More Difficult

This strange scenario occurs because of the

fixed mindset these students have developed

about learning a particular subject. (Dweck, 2006)


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8. Many Students Follow the Path of Least

Resistance in their Learning.

Minimalist learners.

These are students that adhere to thephilosophy: What is the least I have to do to

get the grade that I need.


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8. Many Students Follow the Path of Least Resistance

in their Learning.

This behavior reflect a life time of learning

in an environment where trying to gain a

reward or avoid a punishment was the

goal.


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Why Learner

Centered Teaching isin our Students Best

Interest


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Students need to Know WHY

Teaching is, in most

ways, no different than

any other human to

human interaction


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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.


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3 Key Rationales for Explaining the Change to LCT

1. The best answer to

WHY we havechanged to a learner-

centered practice is this

is where the research

has led us.

.


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WHY Learner Centered Teaching

New discoveries abouthow the human brainlearns and thesubsequentrecommendations forhow to teach inharmony with thesediscoveries has guided

the development of alearner centeredapproach to teaching.


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Rationales for Explaining the Change to LCT

LCT requires students to

adopt new learning

roles and

responsibilities. Theseare based on what we

now know optimizes

the way the human

brain learns.


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3 Key Rationales for Explaining the Change to LCT

2. Readiness for Careers

The rationale for teaching the

learning skills, behaviors,attitudes and critical thinkingstrategies that are part of alearner centered courses isour students will need theseskills to be successful in theircareers.

As students understand thistheir buy in to LCT will begreater.


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3. Preparation for Life LongLearning(LLL)

One of the significant changesour students need to accept isthat college is no longer theirterminal educationalexperience.

A college education givesstudents their learnerspermit.


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3. Preparation for Life Long

Learning(LLL)

Our responsibility as

college educators is to

prepare our students to

be life long learners.

Many of the LCT actions

we take are done to

develop LLL skills.


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For Example

One of the reasons

students are beingasked to take on moreresponsibility for theirown learning is because

they will be responsiblefor it the rest of theirlives.


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LLL Preparation Includes Sharing Power with Students

Having choices in learning and some control over the

learning process and accepting the responsibility that comes

with choice and control is an authentic expression of how the

work place and the home place operate.

It is excellent preparation for life after college.


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Hospitality Industry Key LLL Skills

Must be able to read large

amounts of information,

determine what is

important to the task at

hand and then quickly

summarize it for others.

Must be able to learn

on their feet from

othersbe able to

observe and listen toothers and quickly

adapt.


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Must know thedifference between theinformation you need toknow and all the otherinformation that is outthere.

Must be able to learnfrom your mistakes ( oryou will be out ofbusiness.)

Must be able tocommunicate clearly

and concisely so othersso can apply what youhave given them.


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Must have the skills towork and learn on your

own.

Must know what yourstrengths and weaknesseswell.

Must be computer/technically literate.

Must know how to planand organize your owntime and that of others.

Must know your self well,your values, moral andethics as they will beconstantly tested.


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What was not identified by the board membersas being important????

Ironically, it was the skills colleges often havestudents spend a great deal of time mastering

Note taking

Memorizing Test taking

Cramming


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Eight Skill AreasStudents Will

Need Help withto Succeed in a

LCT Classroom


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1. Helping Students Learn How to Learn on their Own

There are two important

messages:

1.Many of our students are

not well prepared to do agreat deal of their learning

on their own.

2. If they are to develop the

skills needed to learn on

their own we will have to

teach them these skills.


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Learning on Ones Own

The broad categories include the ability to

handle four areas of task management:

1. Task analysis

2. Identifying resources and planning actions

3. Taking action based on planning4. Assessing actions and revising plans. (adapted from work done at the University of Surrey, University Skills Program.


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Rationales for Having Students Learn on Their Own

It teaches them to

figure things out for

themselves and trusttheir own thinking

abilities in order to

complete a task.


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Learning on Ones Own

But perhaps the most

valuable outcome of

learning on ones own is--

The satisfaction and

confidence that

comes when

students are

successful.


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2. Learning to work with others

Knowing andlearning are

communal acts.

(Parker Palmer, 1987 p. 24).

www.osucascades.edu/.../images/two_students.JPG


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Three Vital Questions

1. What do our students know about effectively working

with other students?

2. What have their previous experiences taught themabout how groups and teams work?

3. What concerns do they have about working with

others?


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A Rationale for Working with Others

The rationale for students learning to effectively

work with others is a simple oneif they cant learn

to do it fairly well their career success may be in

jeopardy.


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A Rationale for Working with Others

Of the three main

modes our students use

to learn, writing,

reading and speaking--the one that is least

used is speaking (Nystrandand Gamoran ).


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Some Advice for Faculty

Teachers like to talk andthey cant stand silenceso they fill it up withtalk!

However, the bestadvice for facilitatingstudents discussion isfor us to keep ourmouths shut!


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3. Helping Students take Charge of their Learning

As instructors we areconditioned to be incontrol of the learningprocess -- moving awayfrom that idea makesmany of usuncomfortable.

Taking on more controlalso makes our studentsuncomfortable


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Some Good Reasons to Share Power.

1. Our students cannot

improve their abilities to be

more responsible for their

learning with out being

given greater responsibility

for it.

.


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Some helpful reasons to share power.

2. The more control our

students take and the

more choices we can

offer them the greatertheir desire and

willingness to engage in

the learning process.

( Zull p.52)


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Who Makes the Decision?

Teacher Students Together NA

1. Course Textbook

2. Number of exams

3. When in the course exams will be

given

4. Attendance policy

5. Late work policy

6. Late for class policy

7. Course learning outcomes

8. Office hours

9. Due dates for major papers

10. Teaching methods/approaches

11. How groups are formed

12. Topic of writing or research projects

13. Grading scale

14. Discussion guidelines for large or smallgroup discussions

15. Rubrics for evaluation of self or peerswork

16. If rewriting of papers will be allowed

17. If retesting will be allowed


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Let Students Teach Each Other

Teaching others requires

the person doing the

teaching to thoroughly

understand the knowledge

or skills being taught.

Teaching others promotes

deep learning for thestudent doing the teaching.

www.csulb.edu/depts/chls/images/MorenodiceLat...


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Teaching Students how

to Teach Others

4. Having students teach

promotes independent

learning and the taking on

of increased responsibility

for their own learning.


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5.Helping Students with Presentations and

Performance Assessments

Your work will be made public!

www.uog.edu/dns/NSF/mbCl_files/image004.jpg


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By making work public students

Take their work more seriously

Are more accountability for their

work

Take more time and care in

preparing their work

Get to have additional

audiences assess their work


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Your work will be made public!

Its an authentic

expression of how work

is done.

Professional work is

done for others.

www.iowasenatedemocrats.org


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Performance Assessment

We can teach students

how to do math, do

history and do science,

not just knowthem.

(Jon Mueller)


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Metacognitive Skills and LLL

Metacognitive skills are among the most

important LLL skills.

Metacognition consist of two basic processes

occurring simultaneously: monitoring your

progress as you learn, and making changes

and adapting your strategies if you perceiveyou are not doing so well. (Winn & Snyder, 1998)


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7. Helping Students Recognize What They Know, Dont Know

and Misunderstand

Our students priorknowledge significantlyinfluence what theynotice about theenvironment and

affects their abilities toremember, reason,solve problems and

acquire newknowledge. (Bransford, et. al.p.10)


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7. Helping Students Recognize What They Know, Dont Know

and Misunderstand

If the only learning tool

our students have is

memorization thaneverything we teach

them will likely be seen

as something to be

memorized.


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7. Helping Students Recognize What They Know, Dont Know and

Misunderstand

We need to do a great

deal of checking.

preexisting understandingsamong college age and

older students often

persist even after new

models have been taughtthat contradict their nave

understandings. (Bransford et.al.p.16)


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Misunderstand

We need to ask our

students to tell us what

they have learned in

their own words, usingexamples and

analogies.


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Misunderstand

We must create activities

and conditions that allow

our students thinking to be

revealed.

Example -- use of

narratives in math

(Ramaprasad, 1983; Sadler, 1989).


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Misunderstand

The most helpful type

of feedback provides

specific comments

about errors andspecific suggestions for

improvement (Bangert-Drowns,Kulick, & Morgan, 1991; Elawar & Corno, 1985).

FEEDBACK


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Misunderstand

Make certain that

students are using the

feedback they have

been given.

Expect to see the

improvements in their

future work


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8.Helping Students to EvaluateThemselves, Others and the

Teacher

Friend to Groucho Marx:

Life is difficult!

Marx to Friend: Compared

to what?

imagecache2.allposters.com/images/pic/CLASS/1. ..


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d lf l


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Student Self-evaluation

When we teach

students how to assess

their own progress, and

when they do so againstknown and challenging

quality standards, a

great deal of learning

can take place.


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Peer Evaluation

Those receiving the

feedback discover theaccuracy of their self

assessment.


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How to Do Peer Evaluation

Peers should focus theirfeedback on a fewimportant aspects of thework.

Using a rubric or set ofquestions that focuses

the peer review processwill improve thefeedback.


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Seeking Students' Feedback

Ask students three questions

1. What do you like about thecourse and courseinstruction?

2. What would you changeabout the course or courseinstruction?

3. What could you do to makethe learning in this coursebetter for you and yourpeers?


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References

Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques, 2ndEdition.San Fransisco: Jossey-Bass

Bjork, R.A. (1994). Memory and Metamemory Considerations in the Training ofHuman Beings. In J. Metcalfe and A. Shimamura (Eds.) Metacognition: Knowing

About Knowing. (pp. 185-205). Cambridge, MA: MIT Press.

Givens, Barbara, Teaching to the Brains Natural Learning Systems, ASCDPublications, 2002.

Ratey, John.A Users Guide to the Brain. Pantheon Books, New York, 2001.

Sousa, David. How the Brain Learns, 2ndEdition. Ed 2001 Corwin Press, INC,Thousand Oaks, CA

Doyle, Terry. Helping Students Learn in a Learner Centered Environment: A Guideto Teaching in Higher Education. 2008.Stylus, Sterling, Virginia


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References

Rethinking Teaching in Higher Education, Edited by Alenoush Saroyan, CherylAmundsen, Stylus Pub.2004

Sprenger, Marilee. How to Teach so Students Remember. ASCD Publication, 2005.

Sylwester, Robert.A Celebration of Neurons: An Educators Guise to the Human

Brain. ASCD Publication, 1995. Zull, James. (2002), The Art ofChanging the Brain. Sterling, Virginia: Stylus

Publishing.

Tagg, John. The Learning Paradigm College. Anker Publishing , Bolton MA 2003

Covington, M. V. (2000) Goal , theory motivation and school achievement: AnIntegrated reviewin Annual Review of Psychology ( pp 171-200)

Dweck, Carol ( 2000) Self Theories: Their roles in motivation, personality anddevelopment. Philadelphia, PA Psychology Press


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References

How People Learn by National Research Council editor John Bransford,NationalResearch Council, 2000

Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,OxfordUniversity Press: 2001

Ratey, J. MD :A Users Guide to the Brain, Sprenger, M. Learning and Memory TheBrain in Action by, ASCD, 1999

Pantheon Books: New York, 2001

Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain.New York, NY, Grosset/Putnam

Damasio AR: Fundamental Feelings.Nature 413:781, 2001.

Damasio AR: The Feeling of What Happens: Body and Emotion in the Making ofConsciousness, Harcourt Brace, New York, 1999, 2000.


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References

Weimer, Maryellen, 2002, Learner Centered Teaching, Jossey Bass, San Francisco.

Smith, Peter, 2004. The Quiet Crisis; How Higher Education is Failing America,

Anker Publishing, Bolton MA

(Barbara L. Mcombs & Jo Sue Whistler, The Learner-CenteredClassroom & School,

1997)

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Walsh College LCT Workshop

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