Learner centered teaching is a method by which a teacher gives the students a level of power and responsibility in a course. The power shift can occur when the professor allows the students to have more control over their grades, assignments, activities or course content. The responsibility aspect stems from the student's decision making process. It is the student's job to come up with fair and reasonable policies in deciding how they should be graded and when materials should be handed in. The professor will still make key decisions in the course but may allow student input on the details of these decisions. The thought process behind this method is to teach students how to teach themselves. The professor who uses this method will have a desire to create confident and motivated students. The following link contains a few other points about learner centered teaching.
What aspects can I incorporate into my own teaching?
An aspect of this method I can incorporate into my teaching is to let my students choose due dates for major assignments as mentioned in Learner Centered Teaching on page thirty-two. At the beginning of the course, I can go through the syllabus and discuss the assignments that will be due throughout the semester. I can then work with the class to establish when these will be due and what dates I can expect to receive markers or drafts of progress from them. I can also set up expectations, consequences for late work and a grading rubric with the students.
I really like this idea because it doesn't change the syllabus that much and it gives students a chance to feel more in control of their grade. I found it interesting that the author of Teaching Centered Learning knew a professor whose students frequently recommended harsher consequences for late work than he would have (pg. 34). I think the role of the teacher should be to step in if the penalties are too severe or too lax. However, I think it would be important to stay as close as possible to the student's ideas about this. I want the students to feel like this power is in their hands and that I trust their decisions. If there are differences in opinions from the students I think it would work well to choose the policy by taking a classroom vote. This may help students to see their ideas are important but compromises sometimes must be reached.I liked many aspects from chapter thirteen in Teaching Tips on adapting one's teaching to culturally diverse students. I feel like it's important to realize that different cultures may do things differently than we do, and just because someone is a particular race doesn't necessarily mean they embody all of their culture's traditions. It's hard for me to know exactly how these students feel but if I can try to be sensitive to their cultural differences.
A big take home message I got from both of the reading assignments is that participation shouldn't come from putting people on the spot or expecting them to ask questions in class. As I learned, some cultures believe it is an insult for them to raise a question to someone of higher academic standing than themselves (Teaching Tips pg. 155). Some cultures also don't think it's polite to stare or hold eye contact as much as others do. I think it's beneficial for me to realize that maybe when I think someone isn't paying attention they might be, they just may be avoiding eye contact for cultural reasons. If this was the case, it seems like I would be punishing them if I were to put them on the spot and ask them to pay attention or answer a question. Knowing these differences and respecting them in my class is something I will incorporate in my teaching.
What may be difficult to incorporate into my teaching?
An aspect that may be difficult to incorporate is letting students chose the material they want to learn in the class. In the case of most science classes, the material builds on itself over time. If I let students look at the syllabus and decide there are things they don't care about there will be missing pieces in the information that follows. I also think this wouldn't work for me because I believe it's possible to look at a topic and not realize your interest is there until you learn about it. People have comfort zones and can be afraid of trying new things, by giving them a chance to cross off topics they're more unfamiliar with, I could be taking away an opportunity for them to generate new interests. What I could do is try to leave a few lectures each semester and open the content to student ideas. I could give the students a few days to look through their textbooks or search online and get back to me with ideas about what they would be interested in learning about.
Another thing I don't see myself incorporating into my teaching is reaching out to students on such a personal level that I'm having conferences with their families or commenting on their personal lives. In Teaching Tips, Richard M. Suinn (the chapter author) had mentioned the use of calling on family ties to motivate a student (pg. 160). He recalled asking a Latina student if her boyfriend's visit was going to interfere with her studies. Suinn also brought up a meeting between a professor and student's family to make sure the student was getting enough study time at home.
In general, I think it's great to try and help students achieve success. I understand that family support can bring strength and encouragement to students. However, I want to show students that they are the biggest factor in their own success. I can help students by giving them information on how to study effectively, how much time should be spent each week outside of class and by giving them realistic expectations. Also having them set up progress guidelines for project, papers and exam studying. I want them to be motivated to succed, I just don't believe it's my role to step into their personal lives.
A few additional links....
This link contains a psychological look at student centered learning and addresses concerns from students and teachers.A look at interethnic communication.
No comments:
Post a Comment