LEARNER-CENTERED TEACHING
Chapters Seven-Nine:
Learning Objectives:
After this tutorial, you should be able to:
- Explain the major principles behind using a multi-
sensory approach in the classroom
- Identify which patterns students use most when
learning
- Rationalize why using discussion in the classroom
will be beneficial to students in the future
- Identify by which sensory method you learn
- Explain the major principles behind using a multi-
sensory approach in the classroom
- Identify which patterns students use most when
learning
- Rationalize why using discussion in the classroom
will be beneficial to students in the future
- Identify by which sensory method you learn
Chapter Seven: How Teachers Can Facilitate Student Discussions By Not Talking
Why Discuss?
Doyle (2011) states that most of our students have spent the majority of their academic career in teacher-centered, traditional classrooms. As a result, many students have not experienced discussions as a positive learning force. Some of the reasons students view discussions as less productive is that they feel lost in a large-group discussion, they can avoid opportunities to contribute, and they put forth less effort when working in groups than individually.
A main rationale for using discussion is that not knowing how to express your ideas in the workplace can threaten your career. Students also need to learn that their ideas, suggestions, concerns, and questions will not be heard if they wait to be called upon. Many companies work in small teams and groups, so knowing how to get along with others and collaborate in both small and large discussion groups is essential.
A main rationale for using discussion is that not knowing how to express your ideas in the workplace can threaten your career. Students also need to learn that their ideas, suggestions, concerns, and questions will not be heard if they wait to be called upon. Many companies work in small teams and groups, so knowing how to get along with others and collaborate in both small and large discussion groups is essential.
Chapter Eight: Teaching To All The Senses
Multi-sensory Experience
The importance of muilti-sensory teaching is shown in an example by Doyle (2011), in which he tries to convey the importance of nutrition when it comes to brain function and learning. Doyle (2011) addresses a class made up of students on academic probation. He demonstrates how much sugar is in 20oz. of Coke and how much fat is in a Whopper--two common food choices of college kids. He fills a glass with 15 teaspoons of sugar and one with 40 grams of Crisco. Next, he passes them around for the students to examine them. Doyle (Doyle) then eats one spoonful of sugar and asks for volunteers to do the same with both sugar and shortening, to which the students cringe. His use of this multi-sensory approach to get his point across proved to be a very powerful tool. Several studies have shown that students who learned new information using more than one sensory pathway produced 50% more creative solutions to assigned problems (Doyle, 2011).
five principles about using multimedia
Doyle (2011) touches on five major principles about using multimedia to help students understand what is being taught:
- Students learn better from words and pictures than from words alone
- Students learn better when words and pictures are presented simultaneously vs successively
- Words should be presented aurally rather than visually
- Students learn better when extra material is excluded
- Students learn better from a coherent summary that highlights relevant words and pictures than from longer versions of the summary
Chapter Nine: Patterns
Help students learn to use their own patterns
Students need help with recognizing their own pattern of information organization. In general, many students have developed their own ability to recognize patterns in their lives. The problem is that they don't transfer that ability to the classroom. Learner-centered teaching is all about helping students learn that there are patterns in knowledge and that it is their job to look for them.
If a student doesn't recognize a pattern it can cause them to treat information as if it doesn't exist because they don't recognize it as being meaningful.
If a student doesn't recognize a pattern it can cause them to treat information as if it doesn't exist because they don't recognize it as being meaningful.
Patterns Students Use Most
Doyle (2011) states that how a student organizes knowledge influences how they learn and apply what they know. Naturally, students make connections between and among pieces of knowledge. When those connections are accurately and meaningfully organized, students are better at retrieving and applying that knowledge effectively.
The most used patterns students use:
The most used patterns students use:
- Comparison & Contrast
- Cause & Effect
- Hierarchy
- Alphabetical order
- The student's own language
Connections
Chapters 7-9 present information on the importance of using discussions in the classroom, teaching to the senses, and patterned learning. I feel that all of these topics are important in learner-centered teaching. Personally, I have found that using as many (if not all) of the senses in a lesson will reach more of the students and increase the change that the knowledge will be retained. I learn better using a hands-on approach versus being told, whereas some may learn better visually than by doing. Teaching students to recognize patterns in their lessons is another strong technique used in learner-centered teaching. Whenever I am tasked with having to learn new material, I try to recognize any obvious patterns. If there is nothing obvious I will create my own mnemonic device which will help me retain the material.
Implementation
I believe that the most effective ways to implement discussions in the classroom are to:
- provide a safe environment when students can speak without fearing that they will get ridiculed
- explain why discussion helps the learning process and develop speaking and listening skills
- provide provide ground rules for group discussion
- have students write a reflection paper, mind map, or summary of what they learned from the discussion
Reference:
Doyle, Terry, (2011). Learner-Centered Teaching: Putting the Research on Learning Into Practice. Sterling, VA: Stylus
Publishing.
Publishing.