Chapter 12 - Getting Others to Embrace Learner-Centered Teaching
Learning Objectives
After reading and discussing the chapter, participants will be able to do the following.
- Defend learner-centered teaching by listing the benefits of a research-based instructional model.
- List the characteristics of a well-designed teaching portfolio and how it can be used as a means of assessing teaching.
- Create a plan to help students understand what learner-centered teaching is and why it is beneficial to them.
Chapter Summary
As this workshop draws to a close, we must now be prepared to explain and defend the use of learner-centered teaching. Any type of paradigm shift might be met with some resistance. Reasons for resistance will range from the amount of work involved to the fact the the old "tried and true" ways are working fine. Let's take a look at how we can address and defend switching to a learner-centered teaching environment.
Let's start our defense of LCT with the fact that it is research-based. The past is speckled with teaching fads that never hit the mark. Educators that have experienced these shifts will be very wary to change again. However, the past instructional changes were not based on sound research. LCT is well grounded in new knowledge of how the brain and memory works and what factors can create greater opportunities for learning. Of all people, educators can not turn their backs on solid educational research findings.
Once educators are convinced of the benefits of moving to LCT, administrators must acknowledge the need to evaluate this different style of teaching at a different level. Personally, I love the concept of a teaching portfolio and feel ALL teachers should adhere to this practice, regardless of teaching methodology. The portfolio should include the teachers philosophy of education, teaching pedagogy that is supported by research, learning objectives, a course syllabus, lesson plans, assessments methods (formative and summative), along with colleague and student feedback. A teaching portfolio should give a clear picture of the teacher and his/her teaching practices and beliefs.
Before wrapping up this workshop, a final word must be said about the importance of including students in on the conversation of LCT. Students have a big stake in understanding brain research and how the LCT strategies use this information to create more productive learning. Since students will be doing much more work than in traditional settings, it is especially important to preface the workload with the discussion and reasons as to how these new strategies will benefit them for the particular course as well as into their career.
Personal Connection
There was one particular moment when reading this chapter that I think I actually saw a little light bulb above my head click. Doyle states that any IT person understands how slow people are to change. When IT tries to persuade users to adopt more efficient, faster, and a more powerful piece of software, they are often met with resistance. Well, that seems to explain a lot of my life in the past decade or more. It made me understand the uphill battle that will be waged trying to get teachers and administrators to accept the benefits of using new instructional strategies that surround learner-centered teaching.
I am currently in the throws of trying to move teachers to online testing environments, Administrators want this to happen and are pushing the effort forward by phasing out the much loved Scantron (bubble sheet) device. It is now my job to help teachers learn the benefits of online testing as well as assist them with the work it will take to make this shift. It will be quite a bit of work, and I won't sidestep that issue when I address staff on September 22nd. Even though I have a long list of benefits for using online testing, I anticipate some resistance.
My personal connection is not directly related to learner-centered teaching, but it does address the uphill battle of a paradigm shift in the educational environment. Regardless of the pros that can be listed for the new environment, be prepared to be met with some resistance.
Suggestions for Implementation
Some implementation suggestions for promoting learner-centered teaching to staff are listed below.
- Use small faculty department meetings to keep conversations informal. Additionally, teachers within the same curriculum area may have more issues in common.
- Encourage instructors to start by implementing one or two instructional changes that promote learner-centered teaching.
- Provide teachers with some sample material that they can share with their students about brain research, learning-centered teaching, and the benefits of this change.
- Use regular follow-up meetings to discuss additional LCT strategies as well as reflect on any changes that were implemented in classes.
- Continue meetings for several semesters as change will be incremental over time. Follow-up with individual staff as needed and provide support and encouragement.
RESOURCE:
Doyle, T. (2011). Learner-centered teaching: Putting the research of learning into practice. Sterling, VA: Stylus Publishing.
Doyle, T. (2011). Learner-centered teaching: Putting the research of learning into practice. Sterling, VA: Stylus Publishing.