Evaluation, Role, Development A Philosophy of Learner-Centered Teaching Angela Rathmel

Constructivist thought Bruner (1973) “Education is a constant state of invention.” “…the rate of change in the society in which we live forces us to redefine how we should educate a new generation.” “It has to do with the need for studying what is possible rather than the achieved – a necessary step if we are to adapt to change.” Act of categorization Testing hypothesis

What changes? Balance of power Function of content Responsibility for Learning Development

Development Weimer (2002)  Intellectual development  Interpersonal maturation  Teacher and Students  Old wine in new wineskins  Applying learner centered as techniques to old mindset  Applying new technology to old mindset = PLAGARISM

Stages of learner-centered development Grow (1991) Dependent (not self- directed Interested (moderately self-directed) Involved (Intermediat e levels of self- direction) Self-directed STUDENT NEEDS Explicit instructions Enthusiasm, motivation See themselves as participants; group work Autonomous atmosphere TEACHER’S ROLE CoachMotivatorFacilitator, participant Consultant OUTCOMESLearning specific, identifiable skills Goal Setting; building confidence and learner skills Learning to learn through generic application of strategies and testing outcome Setting own goals and standards; meet challenges.

Structure of knowing Perry (1968) √ Dualism – it is either right or wrong √ Multiplicity – everybody has a right to their own opinion √ Relativism – what’s right depends on the situation √ Commitment in relativism – it does depend but some answers are better than others. MONOGRAPHIC FIRM ORDERS STANDING ORDERS SERIAL SUBSCRIPTIONS ELECTIONIC RESOURCES

CHANGE  Acquisition of resources vs. Acquisition of Access  Gap between tech services staff to learners shrinks  Policy develops in process, responsible for educating colleagues  Requires intellectual changes and interpersonal development