Chapter 12 - Getting Others to Embrace Learner-Centered Teaching
Learning Objectives
![Lime green bull's eye with arrow.](/uploads/3/8/1/8/38182723/3005296.jpg?111)
By the end of this workshop participants will be able to:
1) identify three groups of people that may oppose LCT,
2) develop their own teaching philosophy supporting LCT.
Chapter Twelve Summary
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Who are the Naysayers to Learner-Centered Teaching?
Introducing learner-centered teaching (LCT) techniques may encounter naysayers from administrators, colleagues, and students alike:
1) Administrators. Many administrators are tasked with assessing instructors. If they are witnessing LCT they may not have the experience or the criteria to assess properly.
2) Colleagues. Sometimes colleagues are threatened with the LCT methodology because they don't want to adopt it themselves. Perhaps because it doesn't mesh with how they have been trained or they simply feel "if it isn't broke don't fix it." Doyle reminds us that there is plenty of evidence that the system is broken.
3) Students. Students may recognize that they are being asked to do more work before the accept that they are actually learning more effectively (Doyle, 2011).
Introducing learner-centered teaching (LCT) techniques may encounter naysayers from administrators, colleagues, and students alike:
1) Administrators. Many administrators are tasked with assessing instructors. If they are witnessing LCT they may not have the experience or the criteria to assess properly.
2) Colleagues. Sometimes colleagues are threatened with the LCT methodology because they don't want to adopt it themselves. Perhaps because it doesn't mesh with how they have been trained or they simply feel "if it isn't broke don't fix it." Doyle reminds us that there is plenty of evidence that the system is broken.
3) Students. Students may recognize that they are being asked to do more work before the accept that they are actually learning more effectively (Doyle, 2011).
![crayon notecard with hand drawn compass with the words](/uploads/3/8/1/8/38182723/1980585.jpg?290)
Adopting Change in Higher Education
There have been many new types of teaching pedagogies adopted by all levels of education through time immemorial. What makes LCT different is that it is based on science and research. Some in control of making decisions to change pedagogies in institutions of learning are unaccustomed to science based research. They are more used to theories and suppositions. Many educational pedagogies are successful for certain groups of students, but all of us have a brain. Therefore, brain research indicates methods that should work for everyone (Doyle, 2011).
There have been many new types of teaching pedagogies adopted by all levels of education through time immemorial. What makes LCT different is that it is based on science and research. Some in control of making decisions to change pedagogies in institutions of learning are unaccustomed to science based research. They are more used to theories and suppositions. Many educational pedagogies are successful for certain groups of students, but all of us have a brain. Therefore, brain research indicates methods that should work for everyone (Doyle, 2011).
![golden field with path leading to the horizon and the words](/uploads/3/8/1/8/38182723/4484176.jpg?283)
Convincing the Naysayers
Doyle suggests these tactics to discuss LCT with the naysayers:
Administrators and Colleagues:
1) Show them the research. Our administrators and colleagues are highly educated and understand the obligation to follow the research.
2) Create your teaching portfolio. This portfolio should include your teaching philosophy, links to research, examples of learning practices, and feedback from students and colleagues.
3) Discussion. Ask for a meeting with administrators or colleagues that may not understand the LCT concept. Tell them why your are choosing this teaching methodology. This is an opportunity for everyone to express their concern and clear up any misconceptions.
4) Training. Supply training and resources for administrators and colleagues for them to experience on their own (Doyle, 2011).
Students:
Show students the research, explain how LCT prepares them for their future careers, and discuss that LCT supports them in becoming lifelong learners (Doyle, 2011).
Doyle suggests these tactics to discuss LCT with the naysayers:
Administrators and Colleagues:
1) Show them the research. Our administrators and colleagues are highly educated and understand the obligation to follow the research.
2) Create your teaching portfolio. This portfolio should include your teaching philosophy, links to research, examples of learning practices, and feedback from students and colleagues.
3) Discussion. Ask for a meeting with administrators or colleagues that may not understand the LCT concept. Tell them why your are choosing this teaching methodology. This is an opportunity for everyone to express their concern and clear up any misconceptions.
4) Training. Supply training and resources for administrators and colleagues for them to experience on their own (Doyle, 2011).
Students:
Show students the research, explain how LCT prepares them for their future careers, and discuss that LCT supports them in becoming lifelong learners (Doyle, 2011).
Connections
![green and orange speech balloons.](/uploads/3/8/1/8/38182723/2239351.jpg?222)
One of the best moments of my work is when someone who had been wary of online learning suddenly becomes a big fan. I've noted that it is a fear of failure that is the biggest stumbling block. One of our most successful participants was nudged to take our courses by his supervisor. He never went to college and as soon as realized there were two participants with PhDs in the course he immediately wrote asking to be removed and said that he would sign up again later. I suggested he give it two weeks and if he wanted to drop, he could then. It turned out that he was a natural on the discussion boards. His honest sharing was inviting to all other participants. He turned out to be a leader in each of the courses he took. You could feel his confidence building after each course he successfully completed. Experiencing LCT is the best teacher.
Ideas for Implementation
![four-person employer panel.](/uploads/3/8/1/8/38182723/1522124.jpg?328)
To help show students that LCT will support their future careers educators can invite a panel of employers in the area to come to the classroom and share what they look for in their future employees. The educators can then show the students how the LCT activities they have planned coincide with what the employers shared. Students could then write reflections on what career path they plan on following at this stage in their lives and what they hope to learn and experience in this particular course.
Assessment
Please take the following assessment as a review of the material we just covered. In the short answer sections, one paragraph will be sufficient. Please click submit when you have completed the assessment.
Resource: Doyle, Terry, (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.