Increasing Your Instructional Effectiveness through Student-Centered Teaching Mary Lee Jensen, Head...
-
date post
22-Dec-2015 -
Category
Documents
-
view
213 -
download
0
Transcript of Increasing Your Instructional Effectiveness through Student-Centered Teaching Mary Lee Jensen, Head...
Increasing Your Instructional Effectiveness through Student-Centered Teaching
Mary Lee Jensen,Head of Instructional ServicesKent State University
[email protected] 2005
I hope that by the end of this session you will:
Feel more comfortable with the vocabulary of learner-centered teaching
Understand the importance of putting yourself in your students’ shoes when you are teaching.
I hope that by the end of this sessionyou will:
Understand the impact that you have on your students’ learning.
Leave with at least one new idea that you can incorporate into your teaching.
Please place a sticker on your bookmark
every time one of the following statements resembles something
you have said or thought…….
Statement 1
In the classes I teach, there is rarely enough time to cover everything I think my students should know.
Statement 2
I have tried to have students work in groups, but they seem a bit ….resistant.
Statement 3
I am worried about trying something new when I teach – and having it not work.
Statement 4
I want to reduce the number of blank stares in my classes.
Statement 5
I’m not comfortable with the uncertainty that comes with doing unscripted
instruction.
Statement 6
I teach large classes of students and am not sure how to incorporate hands-on activities
Statement 7
I want to be more effective in the classroom.
Count up your stickers!
The move away from lectures…
The lecture works for students who “learn auditorially, have high working memory capacity, have all the required prior knowledge, have good note-taking skills, and are not susceptible to information processing overload.”
Johnson, Johnson, and Smith (1991) in John C. Bean. Engaging ideas: the professor’s guide to integrating writing, critical thinking, and active learning in the classroom. P. 89
Learner-centered teaching… Acknowledges the needs of the learner
Moves from teacher as imparter of knowledge toward teacher as facilitator
Recognizes different learning styles
Active learning … Students learn by doing – they are
involved in more than just listening
Students are involved in higher order thinking – analysis, synthesis, evaluation
Active learning in and of itself is not learner-centered – objectives are important
Problem-based learning… Students are guided to learn on their own
There is no right answer – emphasis on the process
Students identify tools they need to solve a problem
Cooperative learning … Collaborative learning sometimes used
interchangeably
Learning is facilitated through support of others
Facilitates the development of social skills
Works best when some direction is provided -- establish roles
Is not the same as group projects…
Brain-based learning… Uses information about the construct of the
brain to facilitate learning
Focuses on stimulating multiple neural networks and multiple areas of the brain
Recognizes the role of prior knowledge
Seeks to make connections -- senses
Whole-Brain Learning
Mind mapping…..
Created by Tony Buzan Brain-friendly method for taking
notes Links verbal side (words) of the left
brain with creative side (color, pictures) of the right brain
Creates multiple pathways for recall
Your turn to try mind mapping…… PINK Characteristics
of a good learning experience you have had – your perspective as a student
BLUE Characteristics
of an instruction session that you think went particularly well – your perspective as a teacher
Now partner with one other person who has the same color sheet. Share your mindmaps and decide on one
characteristic you both agree on. Use the Sharpie pen that one of you has and
write the characteristic on one of the post-it notes at the back of your folder. Add the word student if you are pink and teacher if you are blue.
Pass your slip to the end of the row. The person at the end should put the slips on
the correct easel sheet on the wall.
Multiple IntelligencesHoward
Gardner1. Verbal-linguistic – loves to read, talk, listen,
and write
2. Logical-mathematical – loves to solve problems.
3. Musical-rhythmic – loves to sing, hum, tap to music
4. Visual-spatial – loves to imagine, manipulate objects in space, create art
Multiple intelligences (continued)5. Bodily-kinesthetic – loves to move and
express movement or action
6. Interpersonal – loves to communicate, listen, persuade, negotiate
7. Intrapersonal – loves to be alone, reflect, set internal goals
Be aware that learners have different strengths – in addition to learning styles….
Auditory
Visual
Kinesthetic
Learning Styles: VAK
Time to pass the toy…..Form a virtual circle with two rows
Green = right
Red = left
Many articles in a database are available in full-text though not always. Sometimes you just get the citation. If you are using a database like Academic Search Premier and scan your search results you will see the words HTML and PDF. Clicking on HTML will give you the text version of the article which is sometimes harder to cite. The PDF version looks exactly like the article would when it was originally published,but you will need Adobe Acrobat to view it.
Sometimes the article is not in full text and you just get the citation. Sometimes the article is in full-text, but it doesn’t say that on the screen. In some databases associated with OhioLINK you will see the term Find a Copy. Click on this and you will sometimes go to the link to full-text. It might say full-text available in the EJC. This is the Electronic Journal Center which is another database that is linked to this one.
Sometimes Find a Copy will link to another full-text source and you might have to click on one link and then another link and then the PDF icon to get the article. Sometimes you will click on Find a Copy and you won’t get a link to the full-text. The screen will show you the journal holdings. In our online catalog, you will first see holdings for branch campuses. You will want to look for the word Main which is our campus.
You will see a list of the volumes we have received for that journal. Sometimes there are gaps where for some reason we stopped getting the journal for a couple years. Make sure you have the complete citation so you can find the journal on the second floor where the bound journals are arranged alphabetically by the title of the journal not the article.
Sometimes it looks like we don’t own the journal, but we actually do. You will need to do a title search in the online catalog to confirm this. The record for the journal will show you whether we own the journal or not. If we don’t, you can try to get the article through Interlibrary Loan. But that might take a couple weeks…….
How did that feel?
The activity requires reconciliation of different learning styles – auditory, visual, kinesthetic
Frustration, confusion, fear, boredom are barriers to learning – keep this in mind when teaching
A few observations about learner-centered teaching -- a personal perspective *
* (obligatory disclaimer)
Read the class and respond to cues that you might not be
getting through.
Acknowledge that students bring different levels of
knowledgeto the class.
Provide a context for why the information is
important.
Pay attention to the importance of the
physical space.
Acknowledge what is going on outside the
classroom.
Show that you care!
70% of communication is nonverbal 7% = words (actual content)
23% = tone of voice
33% = facial expression
35% = body language
Exley and Dennick. “Giving a lecture from presenting to teaching.” 2004, p. 91.
Reflect on your teaching.
You are already a great teacher – because you are
here and because you care!
Please use your evaluation forms to provide feedback!!!! Write your name and email address and
institution on the index card in your baggie and give it to me before you leave. Share one new idea that you will try in your class.
I’ll collect the ideas and distribute them.
Thanks!