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A Learner Centered Approach to
Teaching First Year Students
Developed by Terry
Doyle
Ferris State
University
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Learning Outcomes
As a result of participating in todays activities faculty will:1. Have a clearer understanding of the reasons first year students
resist learner centered teaching.
2. Take away rationales that will help explain to first year studentswhy LCT is the best approach to helping them learn.
3. Better understand the mindsets of first year students and how tohelp fixed mindset students become growth mindset students.
4. Develop ideas for using patterning in their teaching as a way tobetter teach in harmony with how their students brains learn.
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Not a single grad school or employment
recruiter has ever indicated that what they arereally looking for in a college graduate is:
µ A great note taker and someone who isexcellent at multiple choice tests!¶
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Learner Centered Teaching
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Learner Centered Teaching
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Learner Centered Teaching
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This can be
Learner Centered Teaching
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A Key to Understanding Learner
Centered Teaching
It is the one who does the work
that does the learning
www.wmin.ac.uk/.../Students-working-together.jpg
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The Definition of Learning
Learning is a change
in the neuron-patterns of the brain.
(Ratey, 2001, Goldberg, 2001, 2009)
www.virtualgalen.com/.../ neurons-small.jpg
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A Teachers Definition of Learning
Learning is the ability to use information after
significant periods of disuse
and
it is the ability to use the information to solve problemsthat arise in a context different (if only slightly) from thecontext in which the information was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
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What is the optimal learning outcome of any course?
What would make us happy (from all that we
taughtthe skills, content and behaviors) that our
students remembered and could use six months
after they finished our class?
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A Definition of
Learner Centered Teaching
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Learner Centered Teaching
Each decision we make as teachers is basedon one simple question
Given the context of my teachingassignment (# of students, learningenvironment or physical space etc.), will
this teaching action optimize my studentsopportunities to learn?
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Three Components of a LCT Approach
1. Students take more
responsibility for their
learning
2. Leaning is an active,
authentic experience
3. Feedback is formative
and plentiful
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Eight Reasons First Year
Students Resist LearnerCentered Teaching
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1.Old habits die hard
The expectations our students have for their
roles and responsibilities as college learners
are based on strongly formed habits learned
through twelve or more years of teacher-
centered instruction.
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2.High Schools Remain Teacher-Centered Institutions
Despite the efforts of many, the organization and
structure of most comprehensive high schools look
very similar to those of high schools of generations
ago. High schools have stood still amidst a maelstromof educational and economic change swirling around
them. (TheNational Commission on the High School Senior Year in 2001, p.20).
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3. Learning is not a Top Reason Students give for
Attending College
Many first-year college
students are sick to
death of school by age
eighteen and see
college as just the last
hurdle to be crossed.(Leamnson 1999, p.35).
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4. Students dont Like Taking Learning Risks
But as we grow older we develop a great
tendency to hide from failure.(Tagg, 2003 p. 54).
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4. Students dont Like Taking Learning
Risks
Students that dont take risks and make
mistakes, which are the very actions
successful thinkers must do, are in the
business of protecting their unblemished
record of mediocrity(Covington, 1992, p. 231)
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5. LCT Doesnt Resemble what Students Think of as
School
By age 18, our students have spent 70% of
their waking lives in school (Leamnson, p.35),
Each school year looks a great deal like the
year before.
First
Grade
Fifth
Grade
Eighth
Grade
Twelfth
Grade
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6. Students dontWant to Give More Effort and LCT
Requires It.
K. Patricia Cross in her 2001 talk Motivation Er will that be on the
test? in discussing American students views about effort said:
One of the oddities of traditional American culture,
especially the youth culture, is that it is better to bethought lazy than stupid. Thus, in the competition of
the classroom, students prefer to be seen by others
as succeeding through ability rather than through
effort.
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If I have to work at it I
must not be smart !
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7. Students Mindsets about Learning Make Adapting to
LCT More Difficult
Thousands of students each semester pay tuition to
take courses in subject areas they firmly believe they
cannot learn.
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7. Students Mindsets about Learning
Make Adapting to LCT More Difficult
This strange scenario occurs because of the
fixed mindset these students have developed
about learning a particular subject. (Dweck, 2006)
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8. Many Students Follow the Path of Least
Resistance in their Learning.
Minimalist learners.
These are students that adhere to thephilosophy: What is the least I have to do to
get the grade that I need.
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8. Many Students Follow the Path of Least Resistance
in their Learning.
This behavior reflect a life time of learning
in an environment where trying to gain a
reward or avoid a punishment was the
goal.
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Three Reasons Why
Learner CenteredTeaching is in our
Students Best Interest
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Students need to KnowWHY
One of the most
important aspects of
being a learner
centered teacher is toremember teaching is,
in most ways, no
different than any other
human to humaninteraction
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� If I dont knowWHY you want me to work on
a project or learn a concept or if I cant see
how taking on a certain task has some benefit
to me I am hesitant to do it.
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3 Key Rationales for Explaining the Change to LCT
1. The best answer toWHY we have changed
to a learner-centered practice is this is where
the research has led us.
.
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WHY Learner Centered Teaching
� New discoveries about how the human brain
learns and the subsequent recommendations
for how to teach in harmony with these
discoveries has guided the development of a
learner centered approach to teaching.
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Rationales for Explaining the Change to LCT
The learning tasks we
are asking our students
to take on, which
require them to adoptnew learning roles and
responsibilities, are
based on what we now
know optimizes the waythe human brain learns.
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3 Key Rationales for Explaining the Change to LCT
2. Readiness for Careers
The rationale for teaching many of the learning skills,behaviors, attitudes and critical thinking strategies thatare now part of learner centered college courses isthat our students will need these skills to be successfulin their careers.
As students understand this their buy in to LCT will begreater.
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Career Expectations
� http://careernetwork.msu.edu/pdf/Competen
cies.pdf
� 12 Essentials for Success
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Rationales for Explaining the Change to LCT
3. Preparation for Life LongLearning(LLL)
One of the significant
changes our students needto accept is that college isno longer their terminaleducational experience.
A college education givesstudents their learnerspermit.
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3. Preparation for Life Long
Learning(LLL)
Our responsibility as
college educators is to
prepare our students to
be life long learners.
Many of the LCT actions
we take are done to
develop LLL skills.
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Taking on More Responsibility
One of the reasons
students are being
asked to take on moreresponsibility for their
own learning is because
they will be responsible
for it the rest of theirlives.
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LCT means Sharing Power with Students
Having choices in what and how to learn and having
some control over the learning process and
accepting the responsibility that comes with choice
and control is an authentic expression of how thework place and the home place operate.
It is excellent preparation for life after college.
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Keys to Teaching First Year Students
1. They come from a
structured learning
environment and will
need a transitionalstage to the less
structured learning
requirements of college.
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Uninformed View of College Professors
2. They likely possess a
distorted view of who
we arebrilliant,
difficult to approach,very busy, scholarly.
We need to build
positive, caring
relationships with them.
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Understanding their Cognitive
Readiness� Perrys scheme for
cognitive development
� Dr.William Perry (1970)
articulated 6 positions of cognitive development incollege students.
� Most people pass fairlypredictably from position
to position, althoughcertainly development isnot really as linear as thepositions imply.
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Perrys scheme of cognitive
development
Development may bearrested or evenreversed at any stage if the cognitive challengespresented are toogreat.
Furthermore, a personcan be at differentstages in different areasof life.
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Perry's Cognitive Development
Scheme
In Stages 1 and 2
(Dualism), students may
resist learning
information thatchallenges their
established beliefs.
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Perrys Cognitive Development
Scheme
In Stages 3 and 4
Multiplicity
Students may argue
that their answers are
just as valid as a
teachers answers for a
subjective topic.
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Perrys Cognitive Development
Scheme
� In Stage 6, Commitment
Students begin to
realize that they mustmake choices and(commit to solutions)and ways of life.
Believe own values,respect others, be readyto learn
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Baxter Magoldas Model of
Epistemological ReflectionStage One
Absolute KnowingKnowledge is viewed as certain.
Teachers are absolute authoritiesLearning is about reciting facts.
Dr. Marcia Baxter Magolda, Miami of OhioK nowing and Reasoning in College: Gender-Related
Patterns in Students Intellectual Development (1992)
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Baxter Magoldas Model of
Epistemological ReflectionStage Two
Transitional Knowing
Reflects that someknowledge is uncertain.
Authorities are not all-knowing
Authorities provide moreinformation regarding theapplicability of knowledge.
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Baxter Magoldas Model of
Epistemological Reflection
Students in this stage of
transitional knowing are
focused on understanding
knowledge rather thansimply acquiring
knowledge
� Half of sophomores and close toeighty percent of juniors and
seniors were transitional knower's.
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Baxter Magoldas Model of
Epistemological ReflectionStage Three
Independent knowing
Recognize that knowledge ismostly uncertain.
Instructors are expected toprovide an environment forlearning that rewards thinkingand logic over particular viewsthat may be different from thetext or the teacher.
� I ndependent knowing was seen most frequently in the first year past graduation(57%).
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Baxter Magoldas Model of
Epistemological Reflection� Stage Four
Contextual Knowing.
Contextual knowinginvolves the belief thatthe legitimacy of knowledge claims isdetermined contextually.The individual still
constructs a point of view,but the perspective nowrequires supportingevidence.
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Teach First Year Students about the
Patterns in All Learning
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Which of the following
slides is easier toremember andWHY?
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SLIDE ONE
4915802979
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Slide Two
(491) 580-2979
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Slide One
NRAFBINBCUSAMTV
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Slide Two
NRA NBC FBI USA MTV
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Which is easier?
� Counting backwards from 100
OR
� Reciting the alphabet backwards
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Patterns and Learning
The brain is a pattern seeking device that
relates whole concepts to one another and
looks for similarities, differences, or
relationships between them. (Ratey, 2002, pg.5)
Philosophy Psychology
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Patterns that Aid Learning--
Mapping
www.noticebored.com/assets/images/NB_inductio...www.eyezberg.com/.../bline_charts.png
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Reading a textbook
90% of the time the 1st sentence
of a paragraph is the Main Idea of
the paragraph
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Reading Patterns
� Lists
� Sequences
� Definitions
� Cause and Effect
� Similarity and
Difference
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Similarity and Difference
The most common pattern used in American
schools is similarity and difference.
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Information Learned in a Complete
Pattern
When information is learned as part of a
whole (a complete pattern) it becomes easier
to recall.
Stimulating any part of the pattern can lead
to the recall of the whole pattern.
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Baseball Players Positions
What level of
understanding do youhave of baseball?
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Patterns and Learning
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Patterns and Learning
� However, if all a person did was memorize the names
in order 1-9« trouble!!!
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References
Bjork, R. A. (1994) Memory and Metamemory consideration in the training of human beings. In J. Metcalfe & A.Shimamura (Eds) Metacognition: Knowing about Knowing pp. 185-205. Cambridge, MA MIT Press.
Bloom, Ben jamin S. (Ed). (1956). Taxonomy of Educational Ob jectives: Theclassification of Educational Goals. Handbook I. Cognitive Domain (pp. 201-207). New York: McKay.
Caine, Renate; Caine, Geoffrey. Education on The Edge of Possibility. Alexandria, VA: Association for Supervision andCurriculum Development, 1997.
Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, NY, Grosset/PutnamDiamond, Marion. (1988). Enriching Heredity: The Impact of the Environment on the Brain. New York, NY: Free Press.Damasio AR: Fundamental Feelings. Nature 413:781, 2001..D. O. Hebb,1949 monograph, The Organization of Behavior
Dweck, Carol. Mindset The New Psychology of Success, 2006 random House, NYMedina, John, Brain Rules, Pear Press, 2008Sylwester, R. A Celebration of Neurons An Educator¶s Guide to the Human Brain, ASCD:1995Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 1999.How People Learn by National Research Council editor John Bransford, National Research Council, 2000Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,Oxford University Press: 2001
Ratey, J. MD. Spark: The New Science of Exercise and the Brain, 2008, Little BrownRatey, J. MD :A User¶s Guide to the Brain, Pantheon Books: New York, 2001Zull, James. The Art of Changing the Brain.2002, Stylus: VirginiaWeimer, Maryellen. Learner-Centered Teaching. Jossey-Bass, 2002Sousa, David. How the Brain Learns(Corwin Press, Inc., 1998),
Long-Lasting Novelty-Induced Neuronal Reverberation during Slow-Wave Sleep in Multiple Forebrain AreasSidarta Ribeiro, Damien Gervasoni, Ernesto S. Soares, Yi Zhou, Shih-Chieh Lin, Janaina Pantoja, Michael Lavine,Miguel A. L. Nicolelis
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References
Bjork, R. A. (1994) Memory and Metamemory consideration in the training of human beings. In J. Metcalfe & A.Shimamura (Eds) Metacognition: Knowing about Knowing pp. 185-205. Cambridge, MA MIT Press.
Bloom, Ben jamin S. (Ed). (1956). Taxonomy of Educational Ob jectives: Theclassification of Educational Goals. Handbook I. Cognitive Domain (pp. 201-207). New York: McKay.
Caine, Renate; Caine, Geoffrey. Education on The Edge of Possibility. Alexandria, VA: Association for Supervision andCurriculum Development, 1997.
Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, NY, Grosset/PutnamDiamond, Marion. (1988). Enriching Heredity: The Impact of the Environment on the Brain. New York, NY: Free Press.Damasio AR: Fundamental Feelings. Nature 413:781, 2001..D. O. Hebb,1949 monograph, The Organization of Behavior
Dweck, Carol. Mindset The New Psychology of Success, 2006 random House, NYMedina, John, Brain Rules, Pear Press, 2008Sylwester, R. A Celebration of Neurons An Educator¶s Guide to the Human Brain, ASCD:1995Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 1999.How People Learn by National Research Council editor John Bransford, National Research Council, 2000Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,Oxford University Press: 2001
Ratey, J. MD. Spark: The New Science of Exercise and the Brain, 2008, Little BrownRatey, J. MD :A User¶s Guide to the Brain, Pantheon Books: New York, 2001Zull, James. The Art of Changing the Brain.2002, Stylus: VirginiaWeimer, Maryellen. Learner-Centered Teaching. Jossey-Bass, 2002Sousa, David. How the Brain Learns(Corwin Press, Inc., 1998),
Long-Lasting Novelty-Induced Neuronal Reverberation during Slow-Wave Sleep in Multiple Forebrain AreasSidarta Ribeiro, Damien Gervasoni, Ernesto S. Soares, Yi Zhou, Shih-Chieh Lin, Janaina Pantoja, Michael Lavine,Miguel A. L. Nicolelis
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Appendix A
� Fixed Mindset
� Self image. Because a student sees their intelligence as fixed does not mean they dont continue toseek a positive self image. This action however, takes the form of wanting to look smart by eithertaking on only easy tasks, trying to make others look dumb, or discounting others achievements.
� Challenges. Students with a fixed mindset often stick to what they know they can do well. Otherchallenges are to be avoided as they present a risk to their self image should they fail. As an advisor,for years I have heard students ask, Are there some easy classes I could take? This request is likelythe sign of a fixed mindset.
� bstacles. In the case of obstacles, which are defined as things that are external or beyond controland therefore harder to avoid, students often make excuses or avoid them by being absent.
� Effort. Their view of effort is that it is unpleasant and does not pay off in any positive gains;therefore, it is to be avoided. Their perception of what great effort is can fall quite short of whatis actually required to find academic success. This may also contribute to their view of effort asfutile.
� Criticism. Any criticism of their abilities is seen as criticism of them at a personal level. Usefulcriticism is usually ignored or even worse, seen as an insult. This personal response to criticism
leads to less and less chance of improvement because they are not open to using any of thefeedback that could help them improve.
� Success of others. Students with a fixed mindset see others success as making them look bad. Theymay try to convince their peers that others success was due to luck or worse, some objectionableactions. They may even try to distract from the success of others by bringing up their own unrelatedpersonal successes or previous failures of those currently successful.
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Appendix A
� Growth Mindset
� Self Image. Their self image is not tied to their abilities because they see their abilities assomething that can be further developed and improved. Their desire to learn is paramount.
� Challenges. Challenge is embraced because they believe they will come out stronger for takingchallenge on. They believe they will discover valuable things by engaging in the effort.
� bstacles. Because their self image is not tied to their success or how they will look to others,failure is an opportunity to learn. So in a sense, they win either way. An obstacle is just one more of many things on the road of learning and improving.
� Effort. Students see effort as necessary if growth and eventual mastery is to be gained. It is viewedas a natural part of the learning process.
� Criticism. Although these students are not any more thrilled to get negative criticism than anyoneelse, they know it is not personal and that it is meant to help them grow and improve, which theybelieve they can do. They also see the criticism as directed only at their current level of abilitieswhich they see as changing with time and effort.
� Success of Others. The success of others is seen as inspiration and information that they can learnfrom.