Making Clinical Teaching Learner-centered Beth Harrison University Teaching Center

What do you want to learn from this workshop? How to get students to “own” their learning How to get students to “own” their learning How to cover necessary content + be learner- centered How to cover necessary content + be learner- centered How to get LCT into the new curriculum and to faculty How to get LCT into the new curriculum and to faculty How to activate students How to activate students How to empower students to teach themselves How to empower students to teach themselves What to do differently with adult learners What to do differently with adult learners How to involve different learning styles How to involve different learning styles

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

Teacher-centered vs. Learner-centered Delivering content Delivering content Not lots of exchange Not lots of exchange Sticking to a plan Sticking to a plan Present as you learn Present as you learn Teach the way you were taught Teach the way you were taught Teacher decides Teacher decides Test for mastery and to give grades 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

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.

Learner-centered Teaching & Assessment Focus on learning Developself-awareness Encourageself-directedlearning Valueinteractivity Usegoal-drivenplanning Give frequent feedback Know your students Engage in Engage in active learning active learning

What changes with LCT? Balance of power Balance of power TC: a hierarchy, with teacher on the top, teacher makes all decisions 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) LC: more give and take, more equal relationship, community, everyone is a learner (the teacher, too)

What changes with LCT? The function of content The function of content TC: content is central, it is the focus 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 it’s crucial for learners to learn how to learn, not just learn information. LC: how to learn, the process of learning, how to find information are more central than content. Knowledge is changing so fast that it’s crucial for learners to learn how to learn, not just learn information.

What changes with LCT? The role of the teacher The role of the teacher TC: Teacher is the sage on the stage. 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? LC: Teacher is the guide on the side. What metaphor do you like for the role of the learner-centered teacher?

What changes with LCT? The responsibility for learning The responsibility for learning TC: Teacher gives information or access to information, student must learn it. TC: Teacher gives information or access to information, student must learn it. LC: Learner takes responsibility, through reflection, self-assessment. Teacher’s responsibility is to help learners develop those skills. LC: Learner takes responsibility, through reflection, self-assessment. Teacher’s responsibility is to help learners develop those skills.

What changes with LCT? Evaluation purposes and processes Evaluation purposes and processes TC: To judge mastery, give grades 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. LC: For purposes of feedback, to learners, to teacher. Continuous, natural part of the teaching/learning situation. Can be many small things: writings, questions.

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

How has this workshop been learner-centered? Modeled what we talked about -- Modeled what we talked about -- Started with finding out what participants wanted to know Started with finding out what participants wanted to know Elicited content from participants Elicited content from participants No lecturing, but presenter was still the sage = gave specialized information 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 Gave positive support to anyone who spoke up while molding what was said to the topic Made sure that important points emerged, but didn’t always just tell them Made sure that important points emerged, but didn’t always just tell them

Resources on L-C Education Angelo and Cross, Classroom Assessment Techniques. Angelo and Cross, Classroom Assessment Techniques. Huba and Freed, Learner-centered Assessment on College Campuses. Huba and Freed, Learner-centered Assessment on College Campuses. Knowles, Adult Learners. Knowles, Adult Learners. Weimer, Learner-centered Teaching. Weimer, Learner-centered Teaching. Zull, The Art of Changing the Brain. Zull, The Art of Changing the Brain.