Learner-Centered Teaching In Engineering/Technology Classrooms

Steven A. FreemanIowa State University

Center for Excellence in Learning and Teaching

Paradigm ShiftTeacher-Centered• Knowledge is

transmitted from professor to student

• Students passively receive information

• Teaching & assessing are separate

• Culture is competitive and individualistic

Learner-Centered• Students construct

knowledge• Students are actively

involved• Teaching & assessment

are intertwined• Culture is cooperative,

collaborative and supportive

Seven Principles for Good Practice in Undergraduate Education:

Arthur Chickering and Zelda Gamson– American Association of Higher Education

Good Practice in Undergraduate Education:

1. Encourages contacts between students and faculty

2. Develops reciprocity and cooperation among students

Good Practice in Undergraduate Education:

3. Uses active learning techniques

4. Gives prompt feedback

5. Emphasizes time on task

6. Communicates high expectations

7. Respects diverse talents and ways of learning

Active Learning• Student’s create their own learning– They must talk about the content and

their learning– They must share the learning

experience and work together– They must apply their learning– They must accept responsibility for

their learning

Active Learning Techniques• In the classroom:– Group projects• Peer evaluations

– Structured discussions– Laboratory exercises and experiments

• Outside of the classroom:– Internships– Research projects

Think/Write/Pair/Share• Reflect on your past learning

situations• Identify 3-4 activities that engaged

you and contributed to your learning• Write those activities on a sheet of

paper• Share those activities with a partner• Complete this in 5 minutes

Accountability is Important• Who would like to share with the

group what was discussed with your partner?

• Student accountability– Informal - sharing with the class– Formal - peer evaluations

Peer Evaluations• Variety of formats and approaches• The one in your handout is one I use– I evaluate the quality of the work– The students evaluate the contributions

that each student made to the completion of the project/activity

– The students select among descriptive criteria rather than assigning a grade or a numerical scale

Group Quizzes• Pick a hazard that was identified in the

audit or investigation. For that hazard, identify how each prevention method discussed could be used to address that hazard. Write something for each hazard. If a method does not apply to the hazard, explain why.

Group Quizzes• Define the enduring understanding for this

course and then explain it in your own words.

• Discuss the course’s 5 key principles (as defined in the syllabus) in the context of all the topics we have discussed and the activities we have accomplished this semester.

Classroom Assessment Techniques

• In addition to providing feedback on student learning, some CATS also encourage:– Students to interact with each other• Listening• Summarizing• Teaching/explaining

– All of which enhance learning

Example Interactive CATS• Turn to your partner/group

• Think/Write/Pair/Share

• Note taking pairs

• Read and explain pairs

• Jigsaw

Service Learning Projects• Joint venture between students and

industry (semester project)– Current occupational safety problem

that needs solved– Students respond in a consulting role

by recommending appropriate solutions (at least two alternatives)

Open Forum• Questions• Comments• Discussion• Sharing of more

examples