Chapter 2 - Getting Students to Do the Work
Learning Objectives
- After reading and discussing chapter 2, students will analyze case scenarios to determine what learning strategy is being applied.
- After reading and discussing chapter 2, students will describe two learner-centered teaching strategies and how they can be used in the teacher's curriculum.
Chapter Summary
In the traditional teacher-centered classroom, teachers do the bulk of the work. Learner-centered environments deal with the student doing more of the work. With this in mind, there may be some resistance or confusion on the part of the student when this shift takes place. In this workshop, we will look at some quick strategies for getting students involved and doing more of the work in a learner centered classroom
Strategy #1 -- Cumulative Testing
Ensure that students continue to recall and use key pieces of content by including those items in many tests. Studies show that his process of cumulative testing promotes long term memory.
Strategy #2 - Create an Online Review Website
By using a wiki, or other similar online tool, students can post questions and answers about course material. Students can use the online space as a collaborative effort to study and review material. The instructor can monitor the site as well as post other course material.
By using a wiki, or other similar online tool, students can post questions and answers about course material. Students can use the online space as a collaborative effort to study and review material. The instructor can monitor the site as well as post other course material.
Strategy #3 - Practice Quizzes
Provide practice quizzes for students for review of material. This will enhance the long term memory as well as assist students in clarifying any items that were previously vague in their mind. Studies have shown that the use of practice tests provides a greater retention rate of learned material.
Provide practice quizzes for students for review of material. This will enhance the long term memory as well as assist students in clarifying any items that were previously vague in their mind. Studies have shown that the use of practice tests provides a greater retention rate of learned material.
Strategy #4 - Mapping
Have students create concept maps of class notes of chapter readings. Using the sense of vision is better than any of the other senses for learning new material. The mappings should be prioritized and show relationships among the topics being studied.
Have students create concept maps of class notes of chapter readings. Using the sense of vision is better than any of the other senses for learning new material. The mappings should be prioritized and show relationships among the topics being studied.
Strategy #5 - Scaffolding
Scaffolding can be a great tool in the learner-center classroom, but it can also be a bit of a tight-rope walk. The teacher must ensure that students have the necessary information to do the work while simultaneously not giving them too much assistance. They must allow students to do and think on their own while not making them frustrated and want to give up. If done correctly, students will be self-motivated and driven to accomplish the task at hand. Scaffolding should define the steps in the process, the purpose of the work, and end result of the learning task. The zone of proximal development (what a student can do alone and what tasks a student needs help to accomplish) is a key feature of being able to use scaffolding successfully in teaching.
Scaffolding can be a great tool in the learner-center classroom, but it can also be a bit of a tight-rope walk. The teacher must ensure that students have the necessary information to do the work while simultaneously not giving them too much assistance. They must allow students to do and think on their own while not making them frustrated and want to give up. If done correctly, students will be self-motivated and driven to accomplish the task at hand. Scaffolding should define the steps in the process, the purpose of the work, and end result of the learning task. The zone of proximal development (what a student can do alone and what tasks a student needs help to accomplish) is a key feature of being able to use scaffolding successfully in teaching.
Strategy #6 - Emporium Model
The Emporium Model, developed at Virginia Tech University, basically states that to improve student learning, allow the learner to first try a new task on their own. Some examples are to use computer software that assesses the learner's ability and allows them to progress at an individual pace. As opposed to the traditional lecture style teaching, this model uses an active learning model.
The Emporium Model, developed at Virginia Tech University, basically states that to improve student learning, allow the learner to first try a new task on their own. Some examples are to use computer software that assesses the learner's ability and allows them to progress at an individual pace. As opposed to the traditional lecture style teaching, this model uses an active learning model.
In conclusion, the most important thing we can do as educators is to provide our students with activities, feedback, and opportunities to learn. Adhering to the most recent brain learning research may make us stretch our teaching abilities in ways we hadn't imagined, but we owe it to our students to follow the research (Doyle, 2011).
Personal Connection
When reviewing the strategies outlined in this chapter, I connected most to the strategy of practice quizzes. Several years ago, when studying for my A+ certification, I found some practice quizzes over the topic on the Internet to help prepare myself for the exam. The quiz questions really helped me see if I knew the material well enough before spending money on the exam. It solidified the concepts that I understood and helped me see the areas that I needed to learn. Of all the online quizzes, the most helpful were the ones that gave information after each selection. For example, if I chose item "B" in a multiple choice question, a box would popup with feedback. It would not only tell me if the selection was correct, but if the answer was incorrect it would give a statement as to why not and guide me to make another choice. It was a great way to see if I really knew the material as well as I thought I did, as well as it clarified items that were still a bit "fuzzy
Suggestions for Implementation
Implementation of strategies for a learner-centered classroom should be a "one step at a time" progression so as not to overwhelm students. Start by implementing one item, like practice quizzes or mapping. Once students have accepted the new learning method, introduce another one. Keep in mind that not all strategies will work the same for all subjects or grade levels. Select the strategies that work for your environment, always keeping in mind that you want to get the students to do more of the work . . . to become more involved in their own learning.
RESOURCE:
Doyle, T. (2011). Learner-centered teaching: Putting the research of learning into practice. Sterling, VA: Stylus Publishing.