Increasing Your Instructional Effectiveness through Student-Centered Teaching Mary Lee Jensen, Head of Instructional Services Kent State University mjensen@kent.edu

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  • Increasing Your Instructional Effectiveness through Student-Centered Teaching Mary Lee Jensen, Head of Instructional Services Kent State University mjensen@kent.edu LOEX 2005
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  • I hope that by the end of this session you will: Feel more comfortable with the vocabulary of learner-centered teaching Understand the importance of putting yourself in your students shoes when you are teaching.
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  • I hope that by the end of this session you will: Understand the impact that you have on your students learning. Leave with at least one new idea that you can incorporate into your teaching.
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  • Please place a sticker on your bookmark every time one of the following statements resembles something you have said or thought.
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  • Statement 1 In the classes I teach, there is rarely enough time to cover everything I think my students should know.
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  • Statement 2 I have tried to have students work in groups, but they seem a bit .resistant.
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  • Statement 3 I am worried about trying something new when I teach and having it not work.
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  • Statement 4 I want to reduce the number of blank stares in my classes.
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  • Statement 5 Im not comfortable with the uncertainty that comes with doing unscripted instruction.
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  • Statement 6 I teach large classes of students and am not sure how to incorporate hands-on activities
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  • Statement 7 I want to be more effective in the classroom.
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  • Count up your stickers!
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  • The move away from lectures
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  • The lecture works for students who learn auditorially, have high working memory capacity, have all the required prior knowledge, have good note-taking skills, and are not susceptible to information processing overload. Johnson, Johnson, and Smith (1991) in John C. Bean. Engaging ideas: the professors guide to integrating writing, critical thinking, and active learning in the classroom. P. 89
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  • Learner-centered teaching Acknowledges the needs of the learner Moves from teacher as imparter of knowledge toward teacher as facilitator Recognizes different learning styles
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  • Active learning Students learn by doing they are involved in more than just listening Students are involved in higher order thinking analysis, synthesis, evaluation Active learning in and of itself is not learner-centered objectives are important
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  • Problem-based learning Students are guided to learn on their own There is no right answer emphasis on the process Students identify tools they need to solve a problem
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  • Cooperative learning Collaborative learning sometimes used interchangeably Learning is facilitated through support of others Facilitates the development of social skills Works best when some direction is provided -- establish roles Is not the same as group projects
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  • Brain-based learning Uses information about the construct of the brain to facilitate learning Focuses on stimulating multiple neural networks and multiple areas of the brain Recognizes the role of prior knowledge Seeks to make connections -- senses
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  • Whole-Brain Learning
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  • Mind mapping.. Created by Tony Buzan Brain-friendly method for taking notes Links verbal side (words) of the left brain with creative side (color, pictures) of the right brain Creates multiple pathways for recall
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  • Your turn to try mind mapping PINK Characteristics of a good learning experience you have had your perspective as a student BLUE Characteristics of an instruction session that you think went particularly well your perspective as a teacher
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  • Now partner with one other person who has the same color sheet. Share your mindmaps and decide on one characteristic you both agree on. Use the Sharpie pen that one of you has and write the characteristic on one of the post-it notes at the back of your folder. Add the word student if you are pink and teacher if you are blue. Pass your slip to the end of the row. The person at the end should put the slips on the correct easel sheet on the wall.
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  • Multiple Intelligences Howard Gardner 1. Verbal-linguistic loves to read, talk, listen, and write 2. Logical-mathematical loves to solve problems. 3. Musical-rhythmic loves to sing, hum, tap to music 4. Visual-spatial loves to imagine, manipulate objects in space, create art
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  • Multiple intelligences (continued) 5. Bodily-kinesthetic loves to move and express movement or action 6. Interpersonal loves to communicate, listen, persuade, negotiate 7. Intrapersonal loves to be alone, reflect, set internal goals Be aware that learners have different strengths in addition to learning styles.
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  • Auditory Visual Kinesthetic Learning Styles: VAK
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  • Time to pass the toy.. Form a virtual circle with two rows Green = right Red = left
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  • Many articles in a database are available in full-text though not always. Sometimes you just get the citation. If you are using a database like Academic Search Premier and scan your search results you will see the words HTML and PDF. Clicking on HTML will give you the text version of the article which is sometimes harder to cite. The PDF version looks exactly like the article would when it was originally published,but you will need Adobe Acrobat to view it.
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  • Sometimes the article is not in full text and you just get the citation. Sometimes the article is in full-text, but it doesnt say that on the screen. In some databases associated with OhioLINK you will see the term Find a Copy. Click on this and you will sometimes go to the link to full-text. It might say full-text available in the EJC. This is the Electronic Journal Center which is another database that is linked to this one.
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  • Sometimes Find a Copy will link to another full-text source and you might have to click on one link and then another link and then the PDF icon to get the article. Sometimes you will click on Find a Copy and you wont get a link to the full-text. The screen will show you the journal holdings. In our online catalog, you will first see holdings for branch campuses. You will want to look for the word Main which is our campus.
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  • You will see a list of the volumes we have received for that journal. Sometimes there are gaps where for some reason we stopped getting the journal for a couple years. Make sure you have the complete citation so you can find the journal on the second floor where the bound journals are arranged alphabetically by the title of the journal not the article.
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  • Sometimes it looks like we dont own the journal, but we actually do. You will need to do a title search in the online catalog to confirm this. The record for the journal will show you whether we own the journal or not. If we dont, you can try to get the article through Interlibrary Loan. But that might take a couple weeks.
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  • How did that feel? The activity requires reconciliation of different learning styles auditory, visual, kinesthetic Frustration, confusion, fear, boredom are barriers to learning keep this in mind when teaching
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  • A few observations about learner- centered teaching -- a personal perspective * * (obligatory disclaimer)
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  • Read the class and respond to cues that you might not be getting through.
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  • Acknowledge that students bring different levels of knowledge to the class.
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  • Provide a context for why the information is important.
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  • Pay attention to the importance of the physical space.
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  • Acknowledge what is going on outside the classroom.
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  • Show that you care!
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  • 70% of communication is nonverbal 7% = words (actual content) 23% = tone of voice 33% = facial expression 35% = body language Exley and Dennick. Giving a lecture from presenting to teaching. 2004, p. 91.
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  • Reflect on your teaching.
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  • You are already a great teacher because you are here and because you care!
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  • Please use your evaluation forms to provide feedback!!!! Write your name and email address and institution on the index card in your baggie and give it to me before you leave. Share one new idea that you will try in your class. Ill collect the ideas and distribute them. Thanks!