Learner Centered Teaching Teaching Methodology Part I Successful Teaching Methodology

The Teacher Role 1 “Learner-centered methods depends on faculty being able to step aside and let students take the lead” (Weimer, 2002, p. 72). “Learner-centered methods depends on faculty being able to step aside and let students take the lead” (Weimer, 2002, p. 72).

The Teacher Role 1 Learner-centered teachers guide & facilitate: Learner-centered teachers guide & facilitate: –Like a conductor for the orchestra –Like a coaches for a team –Like a gardener prepare the land and let plant to grow (to have a beautiful garden you need…)

The Teacher Role 1 Learner-centered teachers connect students & resources: Learner-centered teachers connect students & resources: –Design activities & assignments that engage learners Helping learners to learn how to solve problems Helping learners to learn how to solve problems

The Teacher Role 1 Helping learners to develop their own understanding of the concepts Helping learners to develop their own understanding of the concepts –A student cannot be forced to learn, and a teacher cannot learn anything for a student

In the Trenchers Guiding Learners: Guiding Learners: –The following slide introduce seven general principle that identified by Weimer (2002) with some example

Principles 1 1. Teachers do learning tasks less Teachers must stop always doing the learning tasks: Teachers must stop always doing the learning tasks: Generating examples Generating examples Asking questions Asking questions Answering question Answering question Summarizing the discussion Summarizing the discussion Solving problems Solving problems Creating diagrams Creating diagrams

Principles 1 2. Teachers do less telling; students do more discovering – teacher tell students everything such: We do a demonstration We do a demonstration We tell them what we are going to do; what we have done; what happened.. We tell them what we are going to do; what we have done; what happened.. We tell them how to study; do the reading; what part is important; come to the class.. We tell them how to study; do the reading; what part is important; come to the class.. Let them figure out for themselves!! Let them figure out for themselves!! Ex: when is the group project due? That said in syllbus

Principles 1 3. Teachers do more design work: Design leaner-centered environments are important and challenging Take students with current knowledge/skill Take students with current knowledge/skill Move them to new level of competence Move them to new level of competence Learning activities assignments need to motivate / engage the learner for participation & involvement

Principles 1 4. Faculty do more modeling The learner need to see example – modeling may be easier for some topics

Principles 1 5. Faculty do more to get students learning from and with each other Potential value for students that working together Potential value for students that working together –Study group –Group project –Debate group Student listen and learn from each other

Principles 1 6. Faculty work to create a climates for learning Create learner-centered teaching environments and maintain According to Fraser, Treagust & Dennis (1996)

1. Personalization 2. Involvement 3. Student cohesiveness 4. Satisfaction 5. Task orientation 6. Innovations 7. Individualization

Principles 1 7. Faculty do more with feedback “it might be that a group gets a memo with feedback on a task or an individual student gets a letter with feedback on a paper” (Weimer, 2002, p. 90).

Learner Centered Teaching Lecture Demonstration Simulation (Case) Question Guided Practice: Independent - Grouping Reflective Thinking

References 1. Fraser, B. J., Treagust, D. F., & Dennis, N. C. (1996). Development of an Instrument for Assessing Classroom Psychosocial Environment at Universities and Colleges. Studies in Higher Education, 11(1), Weimer, M. (2002). Learner-Centered Teaching. San Francisco, CA: Jossey-Bass A Wiley Company. Home