Introduction to the LearnerCentered Approach to Education

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Introduction to the Learner-Centered Approach to
Education

• Beverly Roskos-Ewoldsen

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1-minute essay

• Describe in one paragraph the learner-centered
  approach to education.

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Survey

• Use response pads

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Learning Outcomes for this Session

• By the end of this session, participants will be
  able to
• Distinguish between course/teacher centered and
  learner-centered approaches to teaching
• Understand the role of assessment in the
  learner-centered approach
• Recognize the importance of documentation in the
  learner-centered approach

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What is a Learner-Centered College?

• Focuses on the processes by which a student gains
  knowledge and understanding.
• Faculty seek to expand student understanding
  through an active learning partnership with the
  student. 
• Regular, timely, and thorough assessment of
  student learning is a key component.

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Course (Teacher) Centered Approach

• Arts Humanities NS Math Social Sciences
  History Writing Literature Discipline
  courses Quality Education
• Course objectives
• The whole is the sum of the parts

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Learner-Centered Approach

• If a student has had a quality education, then
  he/she will be able to
• Learning outcomes
• Course-specific information
• Gathering and synthesizing information, using and
  developing critical thinking skills, and problem
  solving

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Learner-Centered Approach

• Content Thinking Skills Quality Education
  Life-long Learner
• The whole is more than the sum of its parts

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Pressures on Quality Education
Increased number of students on campus
Increased class sizes
Quality Education
Clash of teaching/learning styles
Less than ideal academic preparation
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Focus on the Learner
Increased number of students Collaborative
learning
Increased class sizes Active learning
Learner
Less than ideal preparation Access to class
materials
Class of styles Use multimedia
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Setting up Student Expectations

• Identify learning outcomes for course
• Measurable
• Tied to specific assessments
• Incorporate technology
• Active involvement in learning experience
• Set attendance policy

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Quiz

• Use response pads

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Assessment of Learning Outcomes

• Primary role of outcome assessment is to improve
  student learning 
• Emphasis is on facilitating understanding through
  dialog and frequent feedback.
• Formally
• Assignments, specific questions on tests
• Informally
• Surveys, in-class assessments not tied to grades

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Interpreting Assessments

• During class did students understand?
• 1-minute essays
• Short quizzes
• Short surveys
• Address misunderstandings in class (formative
  assessments)
• Not tied to grades

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Interpreting Assessments

• At end of semester (summative)
• Formal and informal outcome assessments
• Use for improvement
• Change explanation or examples
• Change activity
• Not necessarily tied to grades

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Documenting the Process

• Thoughtful, intentional process
• Transparency
• Documentation Rubric

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QEP Rubric
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Ending Comment

• A major goal of the College is to fully
  incorporate this paradigm into the colleges
  academic culture by addressing it in our
  curriculum, our assessments of student learning,
  and in faculty evaluations.

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1-minute essay

• Describe in one paragraph the learner-centered
  approach to education.

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Final Survey

• Use clickers