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Helping Faculty to Become More
Learner Centered
Professor Terry Doyle
Ferris State University
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Students Will Resist
Doing more work
Taking more
responsibility
Being active in class
Being prepared to learn
NOT ALWAYS HAPPYABOUT THESE CHANGES
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Why do Students Resist LCT?
1.Old habits die hard
Students learning
expectations are based on
strongly formed habitslearned through twelve or
more years of teacher-
centered instruction.
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High schools remain teacher-centered
institutions
Despite the efforts ofmany, the organization andstructure of most
comprehensive high schoolslook very similar to those ofhigh schools of generationsago. High schools havestood still amidst amaelstrom of educational
and economic changeswirling around them.(The National Commission on the High
School Senior Year, p.20).
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Learning is not a top reason students give forattending college
Many first-year
college students are
sick to death of
school by age
eighteen and see
college as just the
last hurdle to becrossed. (Leamnson 1999,
p.35).
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Students dont like taking learning risks
as we grow older we
develop a great tendency
to hide from failure. (Tagg,2003 p. 54).
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LCT doesnt resemble what students
think of as school
By age 18, ourstudents have spent
70% of their wakinglives in school (Leamnson,p.35),
Each school yearlooks a great deallike the year before.
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Students dont want to give more
effort and LCT requires it.
in the competition ofthe classroom, studentsprefer to be seen byothers as succeeding
through ability ratherthan through effort.
OR
If I have to work at it Imust not be very smart
K. Patricia Cross in her 2001 talkMotivation Er will that be on the test?
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Students mindsets about learning make adapting to
LCT more difficult
Thousands of studentseach semester pay tuitionto take courses in subjectareas they believe they
cannot learn.
This strange scenariooccurs because of thefixed mindset these
students have developedabout learning aparticular subject.
(Carol Dweck, 2006)
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Many students follow the path of least resistance in
their learning.
Taking the path of leastresistance often resultsin minimalist learning.
Students adhere to thephilosophy:
What is the least I haveto do to get the gradethat I need.
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Learning Outcomes
WhoThe students
WhenBy the end of
the semester
What-What will theyhave learned
How- How will youknow (assessment)
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Best Use of their Time
1. Plan
activities/content
delivery/assessments
2. Assessactivities/content/skills
3. Feedback to students
4. Plan for remediation
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Planning
1. Practice quiz/test
question bank
2. Assemble
cases/problems/readings/activities/
projects/research
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