Implementing the Learner-Centered Approach
- Talk about why you are teaching this way. Focus on how the teacher and students want the same thing--a course worth the money they've paid for it.
- Use questions like "talk to me about how much and how well you learned from this activity?" not "did you like this activity?"
- Be encouraging--this approach will cause students (and teachers) to be frustrated.
- Allow time for students to discuss how their projects are going, while they are in the midst of doing them.
- Allow time for students to debrief their experiences--exams, projects, and papers--and write their own suggestions for next time.
- Be willing to make changes if/when things don't go well.
- Ask, "what do you remember from this course?"
- Sequence educational activities in an order that facilitates growth.
- Use matrices and concept mapping. You'll need to take the time to teach students how to do both of these.
- Use matrices to help students break large tasks into steps, sequence the steps (with approximate time needed to complete the step), and assign to individuals with specifics about what is to be done (if it's a small group project).
- Be aware--write a one page paper describing how you teach--try to make be sure that is neutral and self-descriptive. You will find that you can't separate out the emotional aspect of teaching.
- Devise your own feedback mechanisms.
- Solicit feedback early and often. Don't wait until the end of the term.
- Ask students: "how did this activity affect your learning?" "What about it needs to change so that if we do it again, you will learn more?"
- Pick your instructional peer collaborators carefully.
Address questions or comments about TEP or this site to:
Georgeanne Cooper, Program Director, 64 PLC
Phone: 541-346-2177 Fax: 541-346-2184
Teaching Effectiveness Program, Teaching and Learning Center, University of Oregon.
Last Modified:
07/07/09