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

3. 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

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

5. 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

6. 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.

7. 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

8. 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