1 / 24

Changes Toward a Learner-Centered Classroom

Changes Toward a Learner-Centered Classroom. March 14, 2011. Five Principles to Learner-Centered Approach (Weimer 2002). Balance of Power Give students power in making decisions and contributions to the course The Function of Content

karina-webster
Download Presentation

Changes Toward a Learner-Centered Classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Changes Toward a Learner-Centered Classroom March 14, 2011

  2. Five Principles to Learner-Centered Approach (Weimer 2002) • Balance of Power • Give students power in making decisions and contributions to the course • The Function of Content • Don’t feel obligated to cover everything and remember..covering content and promoting learning are mutually reinforcing!!

  3. Five Principles Continued • The Role of Teacher • Teachers whould be “guides, gardners, helpers” not just deliverers or organizers of information • The Responsibility for Learning… • Is the student’s responsibility. Read quote. • The Purpose and Processes of Evaluation • Should be more about how much they are learning than what grade they received.

  4. Stephanie AffulPSY 293: Positive Psychology • New course prep • Seminar style, weekly discussions • Revised syllabus after students chose topics • Assessed them mid-semester and end of term

  5. End of term evals Rated on a 5-pt scale where 1 is ‘not at all’ and 5 is ‘very much’

  6. Qualitative Comments

  7. Evaluation from Instructor's Perspective • Initially it is difficult to shift balance of power • Much more prep work at the onset • Weekly discussions proved to be both rewarding and challenging • Encouraging students to answer each other's questions while managing the ‘focus’ of the discussion • I have integrated other LC features in my other courses (e.g., choice of assignments)

  8. Fall 2010 – Deborah Phelps Usefulness Scale Averages (0-5)

  9. Erin McNary: Learner-Centered Changes Selected BUS 354: Sports and Entertainment Marketing -comfort level -class size Complete overhaul of course outcomes -arranged in categories such as foundational knowledge, application, integration, human dimension, caring, and learning how to learn -attached more meaning to outcomes and practicality -ex. Human Dimension: Come to see themselves as professionals in the field of sports marketing in order to engage in leadership roles and engage in ethical and legal behaviors

  10. Other changes Choice of assignments -student’s choice individual project (select from a case study, sporting event analysis, and interviewing a sports marketing professional) -marketing plan (select from creating a wordpress page or website presentation, podcast, poster presentation, or powerpoint with professional graphics and visuals -student led project with the Fontbonne Athletics Department Choice of deadlines on certain projects and exams

  11. Implementation • Slow and steady • Re-defining our roles as instructors and students • Certain level of discomfort • Thorough explanation of changes

  12. Qualitative Feedback • Comments included liking the options for assignments and deadlines • Students found the Fontbonne marketing project useful but more oversight was needed • Overall, students were uncomfortable at first but then enjoyed having options and responsibility for their learning

  13. Future Directions • Implement ideas in my other courses • Continue introducing center-learned concepts and eventually have one course that is solely student-centered • Educate the students on the philosophy • Continue my pedagogical research and understand how this strategy impacts authority in the classroom

  14. HES 326 Quantity Food Service Purchasing & Operations Mary Beth Ohlms, M.Ed., R.D., L.D.

  15. Why HES 326? • First HES management course in dietetics curriculum • Historically, dietetic students consider management courses to be: • Boring • Unnecessary • Dreaded

  16. Why HES 326? • Essentially, there was nowhere to go but UP

  17. Fall 09 Plan and write a two week cycle menu. Fall 10 Develop an appreciation for the aesthetic, artistic, and social implications of a menu and its role in the health and well-being of customers. What Changed? Course Outcomes

  18. Fall 09 Analyze and create written specifications for procurement. Fall 10 Identify the interaction between significant local and national legislation and their impact on the food supply from farm to marketplace to the dinner table as it relates to foodservice systems. What Changed? Course Outcomes

  19. Fall 2009 5 lectures on the ordering, receiving, & storage of food categories Fall 2010 9 Group Presentations by students What Changed? Less Lecture

  20. What Changed? • Students wrote objective questions as part of presentation assignment-questions included on exam. • Negotiation of due dates based on other courses • New textbook: 2008 vs. 1999 • Students chose cycle menu scenario

  21. Course evaluation scores improved! Did it Matter?

  22. Did It Matter? • 2010 Positive Comments: • “Variety in learning methods” • “Flexible with due dates and testing times” • “lots of different assignments”

  23. What’s Next? • On to HES 345 Management Principles & Practices in Foodservice Operations • YOU need to apply for this year’s Teaching Fellows experience!!

  24. Questions?

More Related