Developing Learner-Centered Teaching

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3 Developing Learner-Centered Teaching

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5 Developing Learner-Centered Teaching A Practical Guide for Faculty Phyllis Blumberg Foreword by Maryellen Weimer

6 Copyright 2009 by John Wiley & Sons, Inc. All rights reserved. Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, , fax , or on the Web at Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, , fax , or online at permissions. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at , outside the U.S. at , or fax Jossey-Bass also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Library of Congress Cataloging-in-Publication Data Blumberg, Phyllis, Developing learner-centered teaching : a practical guide for faculty / Phyllis Blumberg, foreword by Maryellen Weimer. 1st ed. p. cm. Includes bibliographical references and index. ISBN (pbk.) 1. College teaching. 2. Student-centered learning. I. Title. LB2331.B dc FIRST EDITION

7 The Jossey-Bass Higher and Adult Education Series

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9 Contents List of Tables, Exhibits, and Boxes Foreword Maryellen Weimer Preface The Author ix xv xix xxix PART I TRANSFORMING TEACHING TO BE MORE LEARNER-CENTERED 1 1 Introduction 3 2 Understanding the Rubrics 31 3 Tools for Facilitating Change and Assessment 43 PART II THE FIVE DIMENSIONS OF LEARNER-CENTERED TEACHING 67 4 The Function of Content 73 5 The Role of the Instructor The Responsibility for Learning The Purposes and Processes of Assessment The Balance of Power 187 PART III DISCUSSION AND CONCLUSION Can All Courses Be Learner-Centered? Strategies for Overcoming Obstacles and Resistance Conclusion 257 References 263 vii

10 viii Contents Appendix A Glossary of Terms 271 Appendix B Rubrics, Planning for Transformation Exercise, and Documentation to Support the Selected Status Form 277 Appendix C Development of the Rubrics 303 Index 305

11 Tables, Exhibits, Figures, and Boxes Tables 1.1 Contrasts Between Instructor-Centered and Learner-Centered Approaches for the Pharmacy Management Course Contrasts Between Instructor-Centered and Learner-Centered Approaches on Each of the Five Dimensions of Learner-Centered Teaching Incremental Transitions from Instructor-Centered to Learner-Centered Teaching on the Level to Which Students Engage in Their Learning Incremental Transitions from Instructor-Centered to Learner-Centered Teaching on One Component of Each of the Five Dimensions of Learner-Centered Teaching The Rubric for the Role of the Instructor Dimension of Learner-Centered Teaching The Rubric for the Function of Content Dimension of Learner-Centered Teaching Component 3 of the Function of Content Dimension Example of Quantitative Gradations on a Row of a Rubric A Guide to Interpreting Quantitative Gradations on the Rubrics Example of Qualitative Gradations on a Rubric Example of Gradations Involving Subcriteria on a Rubric Where Students Learn and Use Information Literacy Skills in an Occupational Therapy Curriculum The Development and Use of Information Literacy Skills During an Occupational Therapy Curriculum Comprehension Check on the Rubrics The Rubric for the Function of Content Dimension of Learner-Centered Teaching Level to Which Students Engage in Content Use of Organizing Schemes Use of Content to Facilitate Future Learning 82 ix

12 x Tables, Exhibits, Figures, and Boxes 4.5 Ratings for the Psych 101 Course on the Function of Content Dimension The Rubric for the Role of the Instructor Dimension of Learner-Centered Teaching Alignment of Levels of Objectives, Teaching or Learning Methods, 106 and Assessment Methods 5.3 Alignment of Levels of Objectives, Teaching or Learning Methods, 113 and Assessment Methods in the Psych 101 Course 5.4 Ratings for the Psych 101 Course on the Role of the Instructor Dimension Alignment of Levels of Objectives, Teaching or Learning Methods, 123 and Assessment Methods of Your Course 6.1 The Rubric for the Responsibility for Learning Dimension of 129 Learner-Centered Teaching 6.2 Ratings for the Psych 101 Course on the Responsibility for Learning Dimension 138 of Learner-Centered Teaching 7.1 The Rubric for the Purposes and Processes of Assessment Dimension 159 of Learner-Centered Teaching 7.2 Examples of Types of Activities for Which Peer and Self-Assessments 164 Are Appropriate 7.3 Ratings for the Psych 101 Course on the Purposes and Processes of 171 Assessment Dimension 8.1 The Rubric for the Balance of Power Dimension of Learner-Centered Teaching Ratings for the Psych 101 Course on the Balance of Power Summary of Low-Risk Changes Along with the Components They Would Influence Suggested Changes with Potential for Great Impact on Student Learning 212 and the Learner-Centeredness of the Psych 101 Course 9.1 Components Relevant to Course Planning or Implementation Considerations 229 with Less Motivated, Less Mature, and Nontraditional Students 9.2 Learner-Centered Instructors Will Explicitly Teach How to Use These 230 Components to Less Motivated, Less Mature, and Nontraditional Students 9.3 Components Relevant to Course Planning or Implementation Considerations 233 with Different Levels of Courses 9.4 Components That Learner - Centered Instructors Will Explicitly Teach 234 How to Use in Different Levels of Courses 9.5 The Unique Relationships Among Components and Content Development of the Balance of Power Dimension for an Occupational 239 Therapy Program 9.7 The Function of Content: Analysis of Your Course Characteristics Analyses of Your Course Characteristics by Dimension 245

13 Tables, Exhibits, Figures, and Boxes xi Exhibits 3.1 The Planning for Transformation Exercise The Planning for Transformation Exercise for the Pharmacy Management 48 Course Described in Chapter One 3.3 The Documentation to Support the Selected Status Form The Documentation to Support the Selected Status Form for the 55 Pharmacy Management Course 4.1 The Planning for Transformation Exercise 1 for the Function of 88 Content Component The Planning for Transformation Exercise 2 for the Function of 90 Content Component The Planning for Transformation Exercise 3 for the Function of 92 Content Component The Planning for Transformation Exercise 1 for the Role of the 118 Instructor Component The Planning for Transformation Exercise 1 for the Responsibility for 141 Learning Component The Planning for Transformation Exercise 2 for the Responsibility for 145 Learning Component The Planning for Transformation Exercise 3 for the Responsibility for 148 Learning Component The Planning for Transformation Exercise 1 for the Purposes and 174 Processes of Assessment Components 1 and The Planning for Transformation Exercise 2 for the Purposes and 178 Processes of Assessment Component The Planning for Transformation Exercise 1 for the Balance 202 of Power Component The Planning for Transformation Exercise 2 for the Balance 205 of Power Component 5 Figures 5.1 Diagram of Possible Interactions Among Students, Instructor, and Content Learner-Centered Interactions Among Students, Instructor, and Content Diagram of the Interactions Among Students, Instructor, and Content in 114 the Psych 101 Course

14 xii Tables, Exhibits, Figures, and Boxes Boxes 1.1 Pharmacy Systems Management: A Learner-Centered Course Learner-Centered Example of Know Why They Need to Learn Content Learner-Centered Example of Acquire Discipline-Specific Learning Methodologies Learner-Centered Example of Use Inquiry or Ways of Thinking in the Discipline Learner-Centered Example of Learn to Solve Real-World Problems Learner-Centered Example of Level to Which Students Engage in Content Learner-Centered Example of Use of Content to Facilitate Future Learning Learner-Centered Example of Use of Organizing Schemes Learner-Centered Example of Creating an Environment for Learning Learner-Centered Example of Accommodating Different Learning Styles Learner-Centered Example of Alignment of the Course Components Learner-Centered Example of Teaching or Learning Methods 107 Appropriate for Student Learning Goals 5.5 Learner-Centered Example of Activities Involving Student, Instructor, 108 and Content Interactions 5.6 Learner-Centered Example of Motivation of Students to Learn Learner-Centered Example of Responsibility for Learning Learner-Centered Example of Students Self-Assessment of Their Learning Learner-Centered Example of Students Self-Assessment of Their Strengths 135 and Weaknesses 6.4 Learner-Centered Example of Information Literacy Skills Learner-Centered Example of Responsibility for Learning Learner-Centered Example of Learning-to-Learn Skills Learner-Centered Example of Students Self-Assessment of Their Learning Learner-Centered Example 1 of Assessment Within the Learning Process: 161 The Readiness Assessment Test 7.2 Learner-Centered Example 2 of Assessment Within the Learning Process: 161 The Immediate Feedback Assessment Technique 7.3 Learner-Centered Examples of Formative Assessment Learner-Centered Example of Peer and Self-Assessment Learner-Centered Example of Demonstration of Mastery and Ability to 166 Learn from Mistakes 7.6 Learner-Centered Example of Authentic Assessment Learner-Centered Example of Determination of Course Content Learner-Centered Example of Expression of Alternative Perspectives 191

15 Tables, Exhibits, Figures, and Boxes xiii 8.3 Learner-Centered Example of Determination of How Students Earn Grades Learner-Centered Example of Use of Open-Ended Assignments Learner-Centered Example 1 of Flexibility of Course Policies, Assessment 195 Methods, Learning Methods, and Deadlines: Group Determination of Weights for Grading 8.6 Learner-Centered Example of Opportunities to Learn Learner-Centered Example 2 of Flexibility of Course Policies, Assessment 208 Methods, Learning Methods, and Deadlines: Contract of Student and Instructor Responsibilities 9.1 Myths about Learner-Centered Teaching Planned Progression for Increasing the Balance of Power Across an 239 Educational Program