Introduction to teaching and assessing Introduction to teaching and assessing so students will learn more using so students will learn more using

learner-centered teachinglearner-centered teachingPhyllis BlumbergPhyllis Blumberg

Warm-up activityWarm-up activity

How can instructor’s behaviors How can instructor’s behaviors increase learning?increase learning?

Think about why assessment is a key Think about why assessment is a key driver for learning, especially with driver for learning, especially with undergraduate studentsundergraduate students

At the end of this session you will be able to:

identify characteristics of learner-centered teachingDiscuss effective roles of instructors to increase learning discuss various purposes and processes of assessmentformulate a plan to make specific changes in your teaching

Some facts to help you implement Some facts to help you implement learner- centered teachinglearner- centered teaching

Courses can be learner-centered Courses can be learner-centered without sacrificing content and rigorwithout sacrificing content and rigor

There are many different ways to There are many different ways to implement learner-centered teachingimplement learner-centered teaching

Easier and more practical to make Easier and more practical to make changes in one area at a time, or changes in one area at a time, or make small changesmake small changes

Faculty need to know and accept the Faculty need to know and accept the advantages of learner- centered advantages of learner- centered

approaches before they will change approaches before they will change their teachingtheir teaching

Learner- centered teachingLearner- centered teaching

It is an approach to teaching that It is an approach to teaching that focuses on student learning focuses on student learning – rather than on what the teacher is doingrather than on what the teacher is doing

Learner-centered teaching is not one Learner-centered teaching is not one specific teaching methodspecific teaching method

Many different instructional methods Many different instructional methods can use a learner-centered approachcan use a learner-centered approach

Why learner-centered approaches Why learner-centered approaches should be implemented?should be implemented?

There is good evidence to support There is good evidence to support teaching this way.teaching this way.

Educators are under increasing Educators are under increasing pressure to use learner- centered pressure to use learner- centered

teachingteaching

Students/graduates of learner- Students/graduates of learner- centered programscentered programs

Know why they need to learn and how to Know why they need to learn and how to learnlearnHave self awareness of their learning Have self awareness of their learning abilities and their process of gaining itabilities and their process of gaining itAre responsible and are prepared to Are responsible and are prepared to become informed citizensbecome informed citizensCan retrieve & evaluate informationCan retrieve & evaluate informationUse knowledge to solve problemsUse knowledge to solve problemsCan communicate their knowledge in real Can communicate their knowledge in real settingssettings

Blumberg (2004) Blumberg (2004) Beginning journey toward a culture of learning Beginning journey toward a culture of learning centered teaching.centered teaching. J of Student Centered Learning. J of Student Centered Learning. 22(1), 68-80.(1), 68-80.

Support for why educators need to Support for why educators need to implement learner- centered teachingimplement learner- centered teaching

Comes from numerous sources:Comes from numerous sources:

Learning theoriesLearning theories

Research on student learning and Research on student learning and student engagementstudent engagement

Accreditation requirements for Accreditation requirements for professional programs and college professional programs and college accreditation agenciesaccreditation agencies

Regional accreditation standards are Regional accreditation standards are focusing on learning outcomesfocusing on learning outcomes

Accreditation agencies expect institutions Accreditation agencies expect institutions to assess student learning outcomesto assess student learning outcomes– Assessment of student learning Assessment of student learning

outcomes are fundamental to the outcomes are fundamental to the accreditation processaccreditation process

Focus on assessment of student learning is Focus on assessment of student learning is congruent with learner-centered teachingcongruent with learner-centered teaching

http://www.msche.org/publications/characteristics,,

Middle States Commission on Higher Education.(2003) Middle States Commission on Higher Education.(2003) Student Student Learning AssessmentLearning Assessment

Divide and conquer works for Divide and conquer works for implementing learner-centered implementing learner-centered

teaching alsoteaching also

According to Weimer (2002) there are 5 practices According to Weimer (2002) there are 5 practices or dimensions that need to change to achieve or dimensions that need to change to achieve

learning centered teachinglearning centered teaching

The functions of contentThe role of the instructorThe responsibility for learningThe processes and purposes of assessmentThe balance of power

Weimer, M. (2002). Weimer, M. (2002). Learner-centered teachingLearner-centered teaching. San Francisco: Jossey-Bass.. San Francisco: Jossey-Bass.

What do you do with content in a course?

The Function of ContentThe Function of ContentIn addition to building a knowledge In addition to building a knowledge base, the content facilitates students base, the content facilitates students to:to:– Build an appreciation for value of Build an appreciation for value of

contentcontent– Build discipline-specific learning Build discipline-specific learning

methodologiesmethodologies– Practice using inquiry or ways of Practice using inquiry or ways of

thinking in the disciplinethinking in the discipline– Learn to solve real problemsLearn to solve real problems

The Function of Content The Function of Content (continued)(continued)

Students engage in most of the content to Students engage in most of the content to make it their own, students make meaning make it their own, students make meaning out of the contentout of the content

Content can help students develop an Content can help students develop an organizing framework or way to learn in organizing framework or way to learn in this disciplinethis discipline

Content is framed so that students see Content is framed so that students see how it can be applied in the futurehow it can be applied in the future

How do you decide how to conduct or teach the course

after you selected the content to teach?

The role of the instructorThe role of the instructor

The instructor creates an The instructor creates an environment that:environment that:– Fosters students learningFosters students learning– Accommodates different learning Accommodates different learning

stylesstyles

The role of the instructor The role of the instructor (continued)(continued)

Explicitly aligns objectives, teaching Explicitly aligns objectives, teaching methods and assessment consistentlymethods and assessment consistently

Utilizes multiple teaching techniques Utilizes multiple teaching techniques appropriate for student learning goalsappropriate for student learning goals

Designs activities in which students Designs activities in which students interact with the material, the teacher and interact with the material, the teacher and each othereach other

Motives students to learn intrinsically Motives students to learn intrinsically

Who should take responsibility for learning?

Who should take responsibility for learning?

The students shouldOften it is the faculty who does because we adapt our teaching to fit requests/ needs of students through detailed notes, study guides

Consequence of faculty taking responsibility for learning

Students remain passiveStudents do not gain confidence in their ability to learn on their own

Yet a common goal of higher education is for graduates to be self-directed learners who can continue to learn the rest of their lives

Faculty need to teach students how to take responsibility for learning

There are specific skills that can be taught, practiced and mastered

Why do you assess students?

How does the manner in which you assess students have learning implications or consequences for the students?

The purposes and processes of assessment

Assessment is integrated within the learning processInstructors give formative feedback for the purposes of fostering improvementStudents have multiple opportunities to assess themselves and their peersStudents can learn from their mistakes and then demonstrate mastery

The purposes and processes of assessment (continued)

Instructors encourage students to justify their answers when they do not agree with those of instructor. Instructor and students: mutually agree on a timeframe for feedback and always follows the timeframe for providing feedbackInstructor uses authentic assessment throughout the course

What happens if students have some control over how the course

is run?

The balance of power

Learner-centered approaches empower students to take responsibility and to share in some of the decisions about their courses– Students can have some say over some

policies, deadlines

Allows students some grading options

The balance of power

Once students begin to gain some control over the course, they will engage more in the course and will learn more

Peer teaching activity (13 minutes)

Break into pairs Break into pairs For 3 minutes, each person studies a For 3 minutes, each person studies a different dimension (a different colored different dimension (a different colored sheet for each dimension) to prepare to sheet for each dimension) to prepare to explain it to the other personexplain it to the other personI will answer any questions or help you I will answer any questions or help you understand the dimensionunderstand the dimensionThen explain both dimensions spending Then explain both dimensions spending about 5 minutes on each dimension and about 5 minutes on each dimension and especially focusing on the examplesespecially focusing on the examples

Beginning to teach so students will learn more

Changes in 1 dimension will lead to changes in another dimensionYou can start anywhere

Making changes in your teaching

Select one component of one dimension to focus on for the duration of the workshopWe will form small groups of people working on the same dimensionI have prepared questions to help guide you in your planning to make changes

Forming Groups to Make changes

Who wants to focus on the role of the Who wants to focus on the role of the instructor?instructor?

Who wants to focus on assessment? Who wants to focus on assessment?

Which components are you considering Which components are you considering transforming? transforming?

Once in the larger section for the chosen dimension, form smaller sub-groups working on the same component

Select one component you want to considerSelect one component you want to consider

Each component has specific questions to help Each component has specific questions to help you identify how you can change your course you identify how you can change your course (spend 15 minutes on questions) (spend 15 minutes on questions) – Questions are grouped by dimensionQuestions are grouped by dimension– Components are labeled and numbered as Components are labeled and numbered as

they are on the tables you havethey are on the tables you haveAnswer only the questions for the component Answer only the questions for the component you want to changeyou want to changeIndividually answer the questions about how you Individually answer the questions about how you teach (usually in the middle of the questions)teach (usually in the middle of the questions)Discuss in groups the questions about in ideal Discuss in groups the questions about in ideal settings and possible ways to changesettings and possible ways to change

2 part small group activity (20 2 part small group activity (20 minutes)minutes)

Groups will be working on the same Groups will be working on the same componentcomponent

Part 1- consider possible changes Part 1- consider possible changes – Consider which changes you might make Consider which changes you might make

based on the discussion you just hadbased on the discussion you just had– Agree upon 1-2 possible changes Agree upon 1-2 possible changes

– Part 2- planning for transformationPart 2- planning for transformationDiscuss the answers to the questions on the Discuss the answers to the questions on the planning for transformation form for the selected planning for transformation form for the selected componentcomponent

Complete the planning for transformation form (green sheet)

as a group or individually

Use the form as a stimulus to plan how you can assist your students to learn more through the use of this componentPay special attention to the following tactical questions

Answer tactical planning questionsAnswer tactical planning questions

What do you need to do, decide prior What do you need to do, decide prior to making changes?to making changes?Identify obstacles or challenges that Identify obstacles or challenges that need to be overcomeneed to be overcomeIdentify strategies for overcoming Identify strategies for overcoming obstaclesobstaclesIdentify necessary resourcesIdentify necessary resourcesHow can you get students to accept How can you get students to accept this change?this change?

Discussion of next steps

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