Learner Center Teaching

1. What is "learner-centered teaching" (LCT)?

The first approach in Learner Centered Teaching focused on the shifting power to students. By allowing the students to have decision making power, the focus is shifted to students (learner centered teaching) and not teacher focused. The goal is that students will make some decisions while the instructor retains the right to make major decisions (p.24-25). This author continues on page 25 that it is important to evaluate how mature the students are and if they can handle making learning decisions.

The second approach to a learner-centered approach comes from McKeachie’s book, Teaching Tips, about motivation. His theory, the motivation theory, is that motivation is either extrinsic or intrinsic. McKeachie, in Chapter 12, believes that students either are focused on performance and grades (extrinsic) or want to truly master the material (intrinsic). Mckeachie states, on page 142, that students who are intrinsically motivated are more active and usually experience a deeper level of learning. The main point Mckeachie makes about this approach is that students need to feel that they have some control and can make choices, need to understand why the material is important, and that we promote mastery and not performance.

The third approach to learner-centered teaching was in Chapter 13 of Mckeachie’s book. I think this approach is based on understanding the different ways culture influences how a student acts in class and how a teacher can respond to these cultural beliefs. Mckeachie suggests that students may struggle with stressors such as the Impostor Syndrome (when a student feels they don’t belong), the struggle of being true to one’s ethnic identity (acculturation anxiety), or being the first within a family to attend college and the student may have a hard adjusting to expectations of college.

Overall, I see a theme with all three approaches and that is adopting teaching practices that focus on motivation for the student. These teaching approaches may come in the form of allowing students to choose assignments, design course policy, or switch to mastery of material vs performance.

2. Which aspects of LCT could you incorporate in your own teaching?
Shifting of power could be incorporated by allowing students to have input or make decisions about some parts of the course. I like this idea and think I would be interested in implementing it once I gain more experience and confidence as a teacher.

Pages 33-34 in Learning Centered Teaching describes an example about a 300 level business course that allowed students to develop their own project, deadlines, penalties, and supporting assignments. I think this type of assignment would work in an upper level class where students could gain a better understanding about how to break projects into steps to accomplish a larger goal. I had an instructor structure a course in this format. It was a small class of 10 and she divided us into groups of five to work together for the semester. Ultimately, I learned more than just content related to the project, but also time management and multitasking. Based on my personal experience, this is one I would incorporate into my class. I would incorporate this project because I think this project definitely teaches business and personal skills as well as course material.

Attribution theory is another approach I would like to incorporate and is described by Mckeachie in Teaching Tips (p. 145). Mckeachie describes attribution theory by saying students want an explanation for unexpected issues and the explanation a student uses indicates future motivation and performance. Mckeachie gives an example on page 145 of a student saying, “I didn’t study hard enough.” According to McKeachie, this statement is an internal, controllable statement and means the student knows they can control their performance and do better. However, students may have a view that is based on uncontrollable factors. An example of this student view, which can be found on page 146, is, “I will never understand.” Mckeachie continues that students with this view are less motivated. The challenge then becomes how the teacher can help the student reframe their thinking about their performance. Using the attribution theory helps the student see how to take control of their learning.

I like this idea because helping a student change their perspective about their performance will be beneficial to them in my class as well as other college courses and future jobs. I think the attribution theory is an important way to help students realize that they are in control of their grades and environment.

3. Which aspects of LCT would be difficult (or, in your opinion, unwise) to incorporate in your own teaching?

Page 41 of Learner Centered Teaching talks about how different amounts of power motivate students. The author says some need more power than others to be motivated. The question was raised by the author: do you give students different amounts of power? I’m shocked by this thought and think the author is a little crazy. Giving students different amounts of power is a great way to encourage animosity among students as well as encouraging them to think you are unfair, discriminative, or possibly favoring a particular student.

Page 34 of Learner Centered Teaching talks about students developing course policy, which I would not incorporate. The main reasons is because I don't think students have the experience necessary to develop policies to govern a classroom. Maybe as I gain more experience my opinion will change. For now, I think having a policy developed at the beginning of class will help students understand expectations.

Lastly, Mcheachie discusses in chapter 13 cultural diversity. He references Imposter Syndrome, first-generation condition, and acculturation anxiety (p.161-163.). McKeachie suggests that talking with a student to diagnose the issue. I’m not sure how I feel about approaching these issues as an instructor. These are sensitive conversations to have with students. We are told to make sure we don’t single students out, offend them, or do anything that could be misinterpreted as sexual harassment. I can relate to the Imposter Syndrome having felt this as a student and a teacher. Don’t we all feel that at some point in our student/professional careers? What is our role as an instructor in helping students with these issues?

At this point, I would not attempt to incorporate any of these approaches. Experience may change my opinion over time, except when it comes to visiting a student at home. McKeachie described a situation about him visiting a student’s home (p.164-165). McKeachie doesn’t state when this situation occurred. I’m guessing it was not recent. The story is motivating, but I think this crosses boundaries. I would be freaked out if randomly one of my instructors came to my apartment door

The Journal for Student Centered Learning This site describes this journal (publication frequency, author requirements, etc). Unfortunately you cannot view the entire journal, but I find it interesting one has been developed based on this concept.

Overcoming the Imposter Syndrome