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Helping Faculty to Become More

Learner Centered

Professor Terry Doyle

Ferris State University

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Students Will Resist

Doing more work

Taking more

responsibility

Being active in class

Being prepared to learn

NOT ALWAYS HAPPYABOUT THESE CHANGES

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Why do Students Resist LCT?

1.Old habits die hard

Students learning

expectations are based on

strongly formed habitslearned through twelve or

more years of teacher-

centered instruction.

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High schools remain teacher-centered

institutions

Despite the efforts ofmany, the organization andstructure of most

comprehensive high schoolslook very similar to those ofhigh schools of generationsago. High schools havestood still amidst amaelstrom of educational

and economic changeswirling around them.(The National Commission on the High

School Senior Year, p.20).

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Learning is not a top reason students give forattending college

Many first-year

college students are

sick to death of

school by age

eighteen and see

college as just the

last hurdle to becrossed. (Leamnson 1999,

p.35).

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Students dont like taking learning risks

as we grow older we

develop a great tendency

to hide from failure. (Tagg,2003 p. 54).

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LCT doesnt resemble what students

think of as school

By age 18, ourstudents have spent

70% of their wakinglives in school (Leamnson,p.35),

Each school yearlooks a great deallike the year before.

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Students dont want to give more

effort and LCT requires it.

in the competition ofthe classroom, studentsprefer to be seen byothers as succeeding

through ability ratherthan through effort.

OR

If I have to work at it Imust not be very smart

K. Patricia Cross in her 2001 talkMotivation Er will that be on the test?

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Students mindsets about learning make adapting to

LCT more difficult

Thousands of studentseach semester pay tuitionto take courses in subjectareas they believe they

cannot learn.

This strange scenariooccurs because of thefixed mindset these

students have developedabout learning aparticular subject.

(Carol Dweck, 2006)

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Many students follow the path of least resistance in

their learning.

Taking the path of leastresistance often resultsin minimalist learning.

Students adhere to thephilosophy:

What is the least I haveto do to get the gradethat I need.

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Learning Outcomes

WhoThe students

WhenBy the end of

the semester

What-What will theyhave learned

How- How will youknow (assessment)

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Best Use of their Time

1. Plan

activities/content

delivery/assessments

2. Assessactivities/content/skills

3. Feedback to students

4. Plan for remediation

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Planning

1. Practice quiz/test

question bank

2. Assemble

cases/problems/readings/activities/

projects/research

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