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Comparison of Learning Paradigms: Learner-Centered vs. Instructor-Centered

Comparison of Learning Paradigms: Learner-Centered vs. Instructor-Centered. George Watson ghw@udel.edu. Institute for Transforming Undergraduate Education. University of Delaware. What I know best I have taught….

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Comparison of Learning Paradigms: Learner-Centered vs. Instructor-Centered

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  1. Comparison of Learning Paradigms:Learner-Centered vs.Instructor-Centered George Watsonghw@udel.edu Institute for TransformingUndergraduate Education University of Delaware

  2. What I know best I have taught… …the individuals learning the most in [the teacher-centered classrooms] are the professors. They have reserved for themselves the very conditions that promote learning: actively seeking new information, integrating it with what is known, organizing it in a meaningful way, and having a chance to explain it to others. Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000

  3. Comparison of Paradigms Instructor-Centered Knowledge is transmitted from professor to student. Learner-Centered Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.

  4. Comparison of Paradigms Instructor-Centered Students passively receive information. Learner-Centered Students are actively involved.

  5. Comparison of Paradigms Instructor-Centered Emphasis is on acquisition of knowledge outside the context in which it will be used. Learner-Centered Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts.

  6. Comparison of Paradigms Instructor-Centered Instructor’s role is to be the primary information giver. Learner-Centered Instructor’s role is to coach and facilitate.

  7. Comparison of Paradigms Instructor-Centered Emphasis is on right answers. Learner-Centered Emphasis is on generating better questions and learning from errors.

  8. Comparison of Paradigms Instructor-Centered Focus is on a single discipline. Learner-Centered Approach is compatible with interdisciplinary investigation.

  9. Comparison of Paradigms Instructor-Centered Culture is competitive and individualistic. Learner-Centered Culture is cooperative, collaborative, and supportive.

  10. Comparison of Paradigms Instructor-Centered Only students are viewed as learners. Learner-Centered Instructors and students learn together.

  11. Quick Review ofProblem-Based Learning

  12. What is Problem-Based Learning? PBL is an instructional method that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

  13. What are the CommonFeatures of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups.

  14. PBL: The Process Students are presented with a problem. They organize ideas and previous knowledge. Students pose questions, defining what they know and do not know. Assign responsibility for questions, discuss resources. Reconvene, explore newly learned information, refine questions.

  15. The Problem-Based Learning Cycle (Assessment) Overview Problem, Project, or Assignment Mini-lecture Group Discussion Whole Class Discussion Preparation of Group “Product” Research Group Discussion

  16. Outcomes? Moving away from: Are students getting the right answer? Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000

  17. Outcomes? Moving to: Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates?

  18. Outcomes? Moving to: Can students gather and evaluate new information, think critically, reason effectively, and solve problems?

  19. Outcomes? Moving to: Can [students] communicate clearly, drawing upon evidence to provide a basis for argumentation?

  20. Outcomes? Moving to: Do [students’] decisions and judgments reflect understanding of universal truths[/concepts] in the humanities and arts [etc.]?

  21. Outcomes? Moving to: Can [students] work respectfully and productively with others?

  22. Outcomes? Moving to: Do [students] have self-regulating qualities like persistence and time management that will help them reach long-term goals?

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