navigating the swamp: learner-centered teaching at uc

Navigating the Swamp: Learner-Centered Teaching at UC

Ako Spotlight on Tertiary Teaching and Learning14 June 2013

Dr Billy O’Steen, University of Canterbury

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

1. The Role of the Teacher2. The Balance of Power3. The Function of Content4. The Responsibility for

Learning5. The Purpose and Processes

of Evaluation

Learner-Centered Teaching(Weimer, 2013)

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.

Clayton et al. (2005)

S-L

Academic Content

Relevant Service

Critical Reflection

Service-Learning & Learner-Centered Teaching

Engages students in the hard, messy work of learning

4:35 AM

September 4, 2010

7.1 Magnitude Earthquake

0 Deaths

1000 buildings & homes damaged

Sept 5: UC cancels classes for 3 weeks

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

12:51 PM

February 22, 2011

6.3 Magnitude Earthquake

186 Deaths

10,000 homes destroyed

CBD buildings gone

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

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

Motivates and empowers students by giving them some

control over learning processes

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

Encourages collaboration, acknowledging the classroom

(be it virtual or real) as a community where everyone shares the learning agenda.

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

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.

Quantitative Findings: Kember’s Survey (2000)

Pre Post2.9

33.13.23.33.43.53.63.73.83.9

3.2

3.8I have changed the way I look at myself.

I ha...

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1-5

Pre Post2.52.62.72.82.9

33.13.23.33.4

2.8

3.35I have changed my normal way of doing things.

I ha...

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1-5

Includes specific skills instruction

“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

Thanks!

billy.osteen@canterbury.ac.nz