Making Clinical Teaching Learner-centered

1. Making Clinical Teaching Learner-centered Beth Harrison University Teaching Center eharriso@email.arizona.edu

2. What do you want to learn from this workshop? • How to get students to “own” their learning • How to cover necessary content + be learner-centered • How to get LCT into the new curriculum and to faculty • How to activate students • How to empower students to teach themselves • What to do differently with adult learners • How to involve different learning styles

3. Agenda • Beginnings • What does ‘learner-centered’ mean? • What changes when teaching becomes learner-centered? • Being learner-centered in your teaching context

4. Delivering content Not lots of exchange Sticking to a plan Present as you learn Teach the way you were taught Teacher decides Test for mastery and to give grades Aware of S needs Responsive to student feedback: assessment for feedback Flexibility Student input, choice into . . . Communication between learners: community of learners Teacher-centered vs. Learner-centered

5. Learner-centered teaching . . . • Focuses attention on • what the student is learning, • how the student is learning, • the conditions under which the student is learning, • whether the student is retaining and applying the learning, and • how current learning positions the student for future learning. From Weimer, Learner-Centered Teaching. Jossey-Bass, 2002.

6. Engage in active learning Develop self-awareness Know your students Learner-centered Teaching & Assessment Encourage self-directed learning Value interactivity Give frequent feedback Use goal-driven planning Focus on learning From Weimer, Learner-Centered Teaching. Jossey-Bass, 2002.

7. What changes with LCT? • Balance of power • TC: a hierarchy, with teacher on the top, teacher makes all decisions • LC: more give and take, more equal relationship, community, everyone is a learner (the teacher, too)

8. What changes with LCT? • The function of content • TC: content is central, it is the focus • LC: how to learn, the process of learning, how to find information are more central than content. Knowledge is changing so fast that it’s crucial for learners to learn how to learn, not just learn information.

9. What changes with LCT? • The role of the teacher • TC: Teacher is the sage on the stage. • LC: Teacher is the guide on the side.What metaphor do you like for the role of the learner-centered teacher?

10. What changes with LCT? • The responsibility for learning • TC: Teacher gives information or access to information, student must learn it. • LC: Learner takes responsibility, through reflection, self-assessment. Teacher’s responsibility is to help learners develop those skills.

11. What changes with LCT? • Evaluation purposes and processes • TC: To judge mastery, give grades • LC: For purposes of feedback, to learners, to teacher. Continuous, natural part of the teaching/learning situation. Can be many small things: writings, questions.

12. What does this mean for you in a clinical teaching setting?

13. How has this workshop been learner-centered? • Modeled what we talked about -- • Started with finding out what participants wanted to know • Elicited content from participants • No lecturing, but presenter was still the sage = gave specialized information • Gave positive support to anyone who spoke up while molding what was said to the topic • Made sure that important points emerged, but didn’t always just tell them

14. Resources on L-C Education • Angelo and Cross, Classroom Assessment Techniques. • Huba and Freed, Learner-centered Assessment on College Campuses. • Knowles, Adult Learners. • Weimer, Learner-centered Teaching. • Zull, The Art of Changing the Brain.