Making Clinical Teaching Learnercentered

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Making Clinical Teaching Learner-centered

• Beth Harrison
• University Teaching Center
• eharriso_at_email.arizona.edu

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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

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Agenda

• Beginnings
• What does learner-centered mean?
• What changes when teaching becomes
  learner-centered?
• Being learner-centered in your teaching context

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Teacher-centered vs. Learner-centered

• 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

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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.
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From Weimer, Learner-Centered Teaching.
Jossey-Bass, 2002.
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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)

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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 its crucial
  for learners to learn how to learn, not just
  learn information.

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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?

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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. Teachers
  responsibility is to help learners develop those
  skills.

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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.

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

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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
  didnt always just tell them

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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.