Learner-Centered Teaching - Where Should I Start?
With learner-centered teaching, students take more responsibility for their learning. It’s an approach that focuses a teacher’s attention on what students are doing and deals with learning processes explicitly. We share three strategies to demonstrate approaches that can benefit students and teachers.
Students taking more responsiblity for their learning
With learner-centered teaching, students take more responsibility for their learning.
It’s an approach that focuses a teacher’s attention on what students are doing and deals with learning processes explicitly.
However, the challenge for many faculty in attempting this approach is the simple fact that many students come to class so poorly prepared to learn.
As a result, faculty have a difficult time imagining students being any more responsible for their learning than they already are.
The good news, though, is that learner-centered teaching offers simple, straightforward activities that provide teachers with a low-risk way to get started with this approach.
In this Magna 20-Minute Mentor, Maryellen Weimer, Ph.D., shares and explains in detail three specific strategies demonstrating how learner-centered approaches can benefit teachers and students.
During this 20 minute professional development program, you will learn:
- Concrete activities for implementing learner-centered teaching.
- Low-risk activities that provide you with a starting point in adopting the learner-centered teaching approach.
- Activities for your students who tend to be more dependent than independent as learners.
The program also includes supplemental materials that feature iterations of the strategies plus a list of resources for first-time users of learner-centered strategies.
At the conclusion of this teaching strategies program, you’ll be able to:
- Co-create a climate for learner-centered teaching in your classroom with a variety of motivational and creative learning activities.
- Let students summarize to increase their learning.
- Use lessons from the first exam to increase understanding.
Product Code: PM09PA
Maryellen Weimer has edited The Teaching Professor newsletter since 1987 and writes the Teaching Professor Blog.
The Teaching Professor Blog features a new weekly post from Maryellen on such topics as: the scholarship of teaching and learning, classroom policies, active learning, assessment, generational differences, and student performance.
She is a professor emerita of Teaching and Learning at Penn State Berks and won Penn State’s Milton S. Eisenhower award for distinguished teaching in 2005. Dr. Weimer has a Ph.D. in Speech Communication from Penn State.
Dr. Weimer has consulted with over 450 colleges and universities on instructional issues and regularly keynotes national meetings and regional conferences throughout the US and Canada.
She has published several books, including: Inspired College Teaching: A Career-Long Resource for Professional Growth (Jossey-Bass, 2010), Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference (Jossey-Bass, 2006), Learner-Centered Teaching: Five Key Changes to Practice (Jossey-Bass, 2002).
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