Chapter 2 - Getting the Students to do the Work
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Learning Objectives
1. Working with a partner, participants will write down three ways to introduce mapping and scaffolding techniques in their field of study. Each partner will share the other's strategies with the whole group.
2. Groups, divided into 4-5 participants, will compare and contrast what a Learner-Centered teaching classroom would look like compared to a typical classroom environment. Gathering as a whole group we will discuss ways to implement changes in our own work environments.
1. Working with a partner, participants will write down three ways to introduce mapping and scaffolding techniques in their field of study. Each partner will share the other's strategies with the whole group.
2. Groups, divided into 4-5 participants, will compare and contrast what a Learner-Centered teaching classroom would look like compared to a typical classroom environment. Gathering as a whole group we will discuss ways to implement changes in our own work environments.
Chapter Two Summary
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Strategies for Letting Students to Do the Work
Students are not always receptive to the idea of Learner-Centered teaching. This concept makes them more responsible for their own learning. Without understanding that they will now be assessed on what they know instead of what they remember, students will have to look at their own education much differently. Doyle provides several strategies that encourage long-term learning and supports students as they adjust to this new form of education. One suggestion is to have students relearn what they have already been taught by reviewing, rewriting, and retesting. Allowing students more than one chance at learning the material by allowing them to revise what they have written. Perhaps they can retake a test after they get a chance to review what they have gotten incorrect. Even turning the tests into smaller quizzes so students don't have to retain a huge cache or information (Doyle, 2011)
Students are not always receptive to the idea of Learner-Centered teaching. This concept makes them more responsible for their own learning. Without understanding that they will now be assessed on what they know instead of what they remember, students will have to look at their own education much differently. Doyle provides several strategies that encourage long-term learning and supports students as they adjust to this new form of education. One suggestion is to have students relearn what they have already been taught by reviewing, rewriting, and retesting. Allowing students more than one chance at learning the material by allowing them to revise what they have written. Perhaps they can retake a test after they get a chance to review what they have gotten incorrect. Even turning the tests into smaller quizzes so students don't have to retain a huge cache or information (Doyle, 2011)
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Mapping and Scaffolding
Other strategies for successful Learner-Centered teaching is the use of mapping and scaffolding. Mapping strategies involved students making maps or diagramming lectures or reading materials in ways that help them remember important concepts or connections. This is also a great tool for review to prepare for assessments or connecting ideas from future assignments. Scaffolding gives students an outline or support network for increasing information. Students take new information and add it to previous information in ways that make sense and strengthens the concepts being learned. Learning to use scaffolding as a tool increases the brain's ability to retain information. Once scaffolding on a particular topic is established, teachers can ask students to predict what comes next or use a previously learned skill on a new project (Doyle, 2011).
Other strategies for successful Learner-Centered teaching is the use of mapping and scaffolding. Mapping strategies involved students making maps or diagramming lectures or reading materials in ways that help them remember important concepts or connections. This is also a great tool for review to prepare for assessments or connecting ideas from future assignments. Scaffolding gives students an outline or support network for increasing information. Students take new information and add it to previous information in ways that make sense and strengthens the concepts being learned. Learning to use scaffolding as a tool increases the brain's ability to retain information. Once scaffolding on a particular topic is established, teachers can ask students to predict what comes next or use a previously learned skill on a new project (Doyle, 2011).
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The Emporium Model and Conclusion
When using Learning-Centered teaching, educators spend more of their time finding creative ways for students to learn on their own rather than lecturing. An example of this is the Emporium Model coming from Virginia Tech. In this model students use computer software to get started on math projects. Students do the assignments on their own, receiving assistance from the software when needed. Instruction and assessments are given at the student's personal learning pace. Teachers are there for support, but only as a last resort. Using these tools, teachers can now spend classroom time helping students with the most needs, facilitating group projects, and giving feedback as needed. Learner Centered Teaching puts the responsibility into the hands of the students. However, teachers are a necessary piece of this puzzle (Doyle, 2011).
When using Learning-Centered teaching, educators spend more of their time finding creative ways for students to learn on their own rather than lecturing. An example of this is the Emporium Model coming from Virginia Tech. In this model students use computer software to get started on math projects. Students do the assignments on their own, receiving assistance from the software when needed. Instruction and assessments are given at the student's personal learning pace. Teachers are there for support, but only as a last resort. Using these tools, teachers can now spend classroom time helping students with the most needs, facilitating group projects, and giving feedback as needed. Learner Centered Teaching puts the responsibility into the hands of the students. However, teachers are a necessary piece of this puzzle (Doyle, 2011).
Connections
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Letting learners make mistakes and taking time to reflect and relearn is difficult for both learners and educators. Part of my job is to train our online facilitators. All of us come from the traditional education background of "teachers as experts." Many of us have an education background that did not include Learner-Centered teaching. It takes a lot of practice for facilitators not to jump in on online discussion boards to correct an error, lead the conversation, or insert an opinion. Many of us have said we have to sit on our hands so we don't jump on the discussion boards. I would say 95% of the time the group discoveres their own error, somebody gently corrects another, or the discussion takes its own route back to the material at hand. In fact, there have been several times a participant rewords something that was much better than I was thinking of adding to the conversation. I find it builds confidence when the answers come from the group and not from the facilitator.
Ideas for Implementations
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Review, Rewrite, Retest
The goal of Learner-Centered teaching is to allow opportunities for students to learn--not only to be tested. Giving students opportunities to take a test, review their answers, and retake the test has proven to be beneficial to information retention (Doyle, 2011). Although this is not directly stated by Doyle, I believe it would also reduce stress about taking tests which could reduce the need for retaking.
The goal of Learner-Centered teaching is to allow opportunities for students to learn--not only to be tested. Giving students opportunities to take a test, review their answers, and retake the test has proven to be beneficial to information retention (Doyle, 2011). Although this is not directly stated by Doyle, I believe it would also reduce stress about taking tests which could reduce the need for retaking.
![Graphic of a test tube with Chemistry written on it and surrounded by colorful scientific terms mapping chemistry theories.](/uploads/3/8/1/8/38182723/4682281.jpg?277)
Mapping
Mapping is an excellent tool for retention and review. History, with its internal timelines, is a course that is ripe for mapping. For instance, if the topic is the American Revolution, students could be asked to map all the people, places, and events that were crucial to the success of the American Revolution. This could also invite students to use their artistic skills as well. As the year continues other historical topics could be added to the maps showing students how many seemingly unconnected events contribute to our history.
Mapping is an excellent tool for retention and review. History, with its internal timelines, is a course that is ripe for mapping. For instance, if the topic is the American Revolution, students could be asked to map all the people, places, and events that were crucial to the success of the American Revolution. This could also invite students to use their artistic skills as well. As the year continues other historical topics could be added to the maps showing students how many seemingly unconnected events contribute to our history.
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Scaffolding
Building a webpage is a great way to use scaffolding. Students learn the basics of the webpage while reviewing and sharing what they have learned. This can be done individually or in a group. A science project would be a good example for building a webpage. Students could write there hypothesis and then upload pictures of their experiment which proves or disproves their hypothesis while embedding videos of other similar experiments. At the end of the project the class can review each other's webpages and have the opportunity to be exposed to many different topics.
Building a webpage is a great way to use scaffolding. Students learn the basics of the webpage while reviewing and sharing what they have learned. This can be done individually or in a group. A science project would be a good example for building a webpage. Students could write there hypothesis and then upload pictures of their experiment which proves or disproves their hypothesis while embedding videos of other similar experiments. At the end of the project the class can review each other's webpages and have the opportunity to be exposed to many different topics.
Let's Review
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, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.