1. Navigating the Swamp: Learner-Centered Teaching at UC Ako Spotlight on Tertiary Teaching and Learning 14 June 2013 Dr Billy O’Steen, University of Canterbury

2. Session Outcomes During this session, you will be invited to: Understand a definition for “learner-centred teaching” and its applicability to your own context Analyse a case study of learner-centred teaching at UC Consider ideas about learner-centred teaching in your own context in light of the definition and case study

3. 1.The Role of the Teacher 2.The Balance of Power 3.The Function of Content 4.The Responsibility for Learning 5.The Purpose and Processes of Evaluation Learner-Centered Teaching (Weimer, 2013)

4. Learner-Centered Teaching (Weimer, 2013) 1.Engages students in the hard, messy work of learning. 2.Motivates and empowers students by giving them some control over learning processes. 3.Encourages collaboration, acknowledging the classroom (be it virtual or real) as a community where everyone shares the learning agenda. 4.Promotes students’ reflection about what they are learning and how they are learning it. 5.Includes specific skills instruction.

5. Clayton et al. (2005) S-L Academic Content Relevant Service Critical Reflection Service-Learning & Learner-Centered Teaching

6. Engages students in the hard, messy work of learning

7. 4:35 AM September 4, 2010 7.1 Magnitude Earthquake 0 Deaths 1000 buildings & homes damaged

8. Sept 5: UC cancels classes for 3 weeks

9. Sept 5: UC student Sam Johnson starts Student Volunteer Army Facebook page, gets 250 Likes By Sept 24: 2200 volunteers, 200,000 tons of silt removed

10. 12:51 PM February 22, 2011 6.3 Magnitude Earthquake 186 Deaths 10,000 homes destroyed CBD buildings gone

13. Feb 24: 25,000 Likes for Student Volunteer Army Facebook By Feb 28: 9,000 student volunteers, 400,000 tons of silt removed, $1,000,000 in donated items

14. CHCH101: Rebuilding Christchurch Learning Outcomes: 1. Apply theory critically to analyze service experiences. 2. Evaluate the impact of service experiences. 3. Use a self-reflective approach to develop personally relevant assessments

15. Motivates and empowers students by giving them some control over learning processes

16. Use a self-reflective approach to devising, developing, and presenting personally relevant assessment products

17. Encourages collaboration, acknowledging the classroom (be it virtual or real) as a community where everyone shares the learning agenda.

19. Promotes students’ reflection about what they are learning and how they are learning it

20. Qualitative Findings: Three Stages My service was good and it was needed. My good feelings after providing service were only possible because someone was in bad enough shape to need my help. Now, I don’t feel that good about it. This class has made me re-examine my values and beliefs.

21. Quantitative Findings: Kember’s Survey (2000)

22. Includes specific skills instruction

23. “After a few weeks of being involved in CHCH101, I have found that my way of thinking has changed somewhat. Now, I have a far more liberal interpretation of how one can help and care. I think using this broader thinking approach when I am studying law could definitely help me! I have started to think about all the ways that I can use my skills to help people” (CHCH101 student). Skills

24. Thanks! billy.osteen@canterbury.ac.nz