implementing lct

8/2/2019 Implementing Lct

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Work shop Out c om es

Learn m ore about learningc ent e red p rac t i c es

Ga in ex perienc e w i t h learningc ent e red t eac h ing p rac t i c esworkshee ts

Ex p lore u t i l i za t ion s t ra t eg ies

Ex p lo re im p lem ent a t ion

s t ra teg ies


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Learn ing c ent ered t eac h ing

I t i s an approac h t o t eac h ingt ha t foc uses on s t udent learn ing rat her t han on w hat t he t eac her is

doing

Changes t he foc us f rom w hat

t he t eac her does t o s t udentlearn ing

Learn ing c ent ered t eac h ing is

not one spec i f i c t eac h ingme thod

Many d i f fe ren t inst ruc t iona lm et hods c an use a learn ingc ent ered a roac h


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Why im plem ent learn ing

c ent e red t eac h ing?

Researc h show s t ha t learn ingc ent e red t eac h ing leads t o

Inc reased st udent engagem ent

w i t h t he c ont ent

Inc reased s t udent learn ing and

long t e rm ret ent ion Educ at ors are under inc reasing

pressure t o use learn ingc ent e red t eac h ing


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Myt hs about learn ing

c ent e red t eac h ing Can on ly be im plem ent ed in sm al lc lasses

Can on ly be implem ent ed in upperleve l or graduat e c lasses

Reduc es t he c ont ent c overed

Reduc es t he r igor of t he c ourses When st udent s engage in ac t ive

learn ing t he c ourse get s dumped

d o w n

Blum berg, P., & Everet t , J . (2005). Ac hiev ing a

c am pus consensus on learn ing-c ent eredt each ing : Process and ou tc om es. To Improve t he Ac adem y, 23, 191-210.


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Essent ial c onc ept s about

Learn ing Cent ered Teac hing Teac her cent ered and learning

c ent ered t eac h ing are not a e i t her/ or s i t uat ions, but a ser ies o fcon t inua

Courses c an be at d i f ferent po int sa long t he t eac her-learning c ent eredcont inua

Trans it ioning t o learning c ent eredt eac h ing tak es t im e and e ffor t

Easier and m ore p rac t i c a l t o m ak einc rem ent a l st eps t ow ard learn ingn r h in


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Ac c ord ing t o Weim er (2002) t hereare 5 p rac t i c es t hat need t o

c hange t o ac h ieve learningc ent e red t eac h ing

The func t ions of c ont en t

The ro le o f t he t eac her

The respons ib i l i t y for learning

The proc esses and purposes of

eva luat ion The ba lanc e of pow er

Weim er, M. (200 2). Learner-c ent ered t eac h ing. San

Franc isc o: J ossey-Bass.


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The func t ion o f c ont ent

In add i t ion t o bu i ld ing ak now ledge base, t he c ont ent

fac i l i t a tes s t udent s t o : Prac t ic e us ing inqu iry or w ays oft h ink ing in t he d isc ip l ine

Learn t o so lve rea l prob lem s Underst and t he func t ion o f t he

c ont ent , w hy i t i s learned

Bui ld d isc ip l ine-spec i f ic learn ingmethodo log ies

Bui ld an apprec ia t ion for value o f

con ten t


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The role of t he t eac her

The t eac her c rea t es anenv ironm ent t hat :

Fost ers s t udent s learning

Ac c om m odat es d i f fe rentlearning s t y les

Mot i va t es s tuden ts t o ac c eptrespons ib i l i t y for learn ing


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The role of t he t eac her

Ex p l ic i t l y a l igns ob jec t ives ,t eac h ing m et hods and

assessm ent c ons is t ent l y Ut i l izes m ul t ip le t eac h ingt ec hn iques appropr iat e fo r

s t udent learning goa ls Designs ac t i v i t i es in w h ic h

s tudent s i nt erac t w i th t hem at er ia l , t he t eac her and eac ho ther

Insp i res and enc ouragess t udent ow nersh ip o f learn ing


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The responsib i l i t y for learn ing

Responsib i l i t y is sharedbet w een the teac her and t hes tuden ts

St udent s deve lop learn ing sk i l l sfor fur t her learn ing

St udent s bec om e sel f -d i rec t edl i fe long learners


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The responsib i l i t y for learn ing

St udent s c an and do assesst he ir ow n learn ing

St udent s bec om e pro f ic ient a tsel f -assessment

St udent s bec om e pro f ic ientw i t h a l l in fo rm at ion l i t e racy

sk i l ls (e .g, ac c essing andevaluat ing sourc es, us ingin form at ion legal ly )


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The purposes and proc esses

of evaluat ion In t egra t ed Assessment

Form at ive assessm ent w i t hc ons t ruc t i ve feedbac k

Peer and se l f assessm ent

Mul t ip le oppor t un i t ies learn anddem onst rat e m ast ery

St udent s enc ouraged t o just i fy t he ir

answers St udent s and t eac hers agree on

feedbac k t imef ram es

Aut hent ic assessm ent i s usedthroughout


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The balanc e of pow er (c ont ro l

issues)

St udents are encouraged to ex p lore

addi t iona l c on ten t St udent s are enc ouraged t o ex press

a l te rnat i ve perspec t i ves w henever

appropr ia te Use m aste ry or c on t rac t g rad ing

Ass ignm ent s are open ended

Pol ic ies , deadl ines are negot ia t ed andadhered t o

St udent s tak e advantage o f oppor t un i t iest o learn


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Rubric s on 5 prac t i c e areas

1 rubric fo r eac h prac t ic e area The func t ions o f c ont ent The ro le o f the t eac her

The responsib i l i t y for learn ing The proc esses and purposes ofeva luat ion

The ba lanc e o f pow erCourses c an be at d i f ferent po in t s oneac h prac t i ce c r i t e ri on w i th in eac hrubr ic


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Pic k 1 c ourse you w ish

t o t ransform

Pic k one prac t i c e area you w ish t ot ransform in your ow n t eac h ing

Com ple t e t he rubr i c for t hat p rac t i c e

area Com ple t e part 1 of t he w ork sheet s

for t hese prac t i c es w i t h in g roups of

people w ho are w ork ing on t he sam eprac t i ce


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Share a br ie f desc r ip t ion

of your c ourse

Pic k 2 -3 prac t ic e c r i t e r ia t hatyou w ou ld c onsider c hang ing t obe m ore learn ing c ent ered

Bra inst o rm how you c anoverc om e bar r ie rs and m ak ec hanges as a sm al l g roup

Com plet e par t 2 o f t hew orksheet s t oge ther


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Uses o f t he rubr ic s

Assessm ent t ool Se l f, peer or in con junc t ion w i t hc onsul t a t ion on t eac h ing

Show s how im p lem ent edlearn ing c ent ered t eac h ing

Creat e doss ier ar t i fac t s , c an beused over t im e

Can p lan developm ent a l

progression o f an educ at ionalprogram


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Worksheets

Tw o part eva luat ion t ool Par t 1 val idi t y c hec k

Part 2 t ac t i c a l planning t ool

Fo l low s fo rm at o f LearningCent ered Teac h ing Prac t ic es

rubr ics Co lor c oded in t he sam e w ay as

t he rubr ic s


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Uses o f t he w ork sheet s

Plan enhanc em ent s t o ex is t ingt eac h ing p rac t i c es

Develop st ra t eg ies forinc orporat ing new t eac h ingp rac t i ces

How t o p lan inc rem ent a l andac h ievable c hanges t ow ard

learn ing c ent ered t eac h ing

implementing lct

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