Developing Learner-Centered Teaching

Developing Learner-Centered Teaching

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

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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 101 6 The Responsibility for Learning 127 7 The Purposes and Processes of Assessment 157 8 The Balance of Power 187 PART III DISCUSSION AND CONCLUSION 221 9 Can All Courses Be Learner-Centered? 223 10 Strategies for Overcoming Obstacles and Resistance 247 11 Conclusion 257 References 263 vii

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

Tables, Exhibits, Figures, and Boxes Tables 1.1 Contrasts Between Instructor-Centered and Learner-Centered Approaches for the Pharmacy Management Course 7 1.2 Contrasts Between Instructor-Centered and Learner-Centered Approaches on Each of the Five Dimensions of Learner-Centered Teaching 19 1.3 Incremental Transitions from Instructor-Centered to Learner-Centered Teaching on the Level to Which Students Engage in Their Learning 22 1.4 Incremental Transitions from Instructor-Centered to Learner-Centered Teaching on One Component of Each of the Five Dimensions of Learner-Centered Teaching 23 1.5 The Rubric for the Role of the Instructor Dimension of Learner-Centered Teaching 26 2.1 The Rubric for the Function of Content Dimension of Learner-Centered Teaching 32 2.2 Component 3 of the Function of Content Dimension 34 2.3 Example of Quantitative Gradations on a Row of a Rubric 35 2.4 A Guide to Interpreting Quantitative Gradations on the Rubrics 36 2.5 Example of Qualitative Gradations on a Rubric 37 2.6 Example of Gradations Involving Subcriteria on a Rubric 38 2.7 Where Students Learn and Use Information Literacy Skills in an Occupational Therapy Curriculum 39 2.8 The Development and Use of Information Literacy Skills During an Occupational Therapy Curriculum 39 2.9 Comprehension Check on the Rubrics 41 4.1 The Rubric for the Function of Content Dimension of Learner-Centered Teaching 74 4.2 Level to Which Students Engage in Content 80 4.3 Use of Organizing Schemes 81 4.4 Use of Content to Facilitate Future Learning 82 ix

x Tables, Exhibits, Figures, and Boxes 4.5 Ratings for the Psych 101 Course on the Function of Content Dimension 86 5.1 The Rubric for the Role of the Instructor Dimension of Learner-Centered Teaching 102 5.2 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 115 5.5 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 188 8.2 Ratings for the Psych 101 Course on the Balance of Power 199 8.3 Summary of Low-Risk Changes Along with the Components They Would Influence 209 8.4 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 237 9.6 Development of the Balance of Power Dimension for an Occupational 239 Therapy Program 9.7 The Function of Content: Analysis of Your Course Characteristics 243 9.8 Analyses of Your Course Characteristics by Dimension 245

Tables, Exhibits, Figures, and Boxes xi Exhibits 3.1 The Planning for Transformation Exercise 46 3.2 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 53 3.4 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 1 4.2 The Planning for Transformation Exercise 2 for the Function of 90 Content Component 2 4.3 The Planning for Transformation Exercise 3 for the Function of 92 Content Component 3 5.1 The Planning for Transformation Exercise 1 for the Role of the 118 Instructor Component 2 6.1 The Planning for Transformation Exercise 1 for the Responsibility for 141 Learning Component 1 6.2 The Planning for Transformation Exercise 2 for the Responsibility for 145 Learning Component 2 6.3 The Planning for Transformation Exercise 3 for the Responsibility for 148 Learning Component 4 7.1 The Planning for Transformation Exercise 1 for the Purposes and 174 Processes of Assessment Components 1 and 2 7.2 The Planning for Transformation Exercise 2 for the Purposes and 178 Processes of Assessment Component 5 8.1 The Planning for Transformation Exercise 1 for the Balance 202 of Power Component 3 8.2 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 109 5.2 Learner-Centered Interactions Among Students, Instructor, and Content 109 5.3 Diagram of the Interactions Among Students, Instructor, and Content in 114 the Psych 101 Course

xii Tables, Exhibits, Figures, and Boxes Boxes 1.1 Pharmacy Systems Management: A Learner-Centered Course 6 4.1 Learner-Centered Example of Know Why They Need to Learn Content 77 4.2 Learner-Centered Example of Acquire Discipline-Specific Learning Methodologies 78 4.3 Learner-Centered Example of Use Inquiry or Ways of Thinking in the Discipline 78 4.4 Learner-Centered Example of Learn to Solve Real-World Problems 79 4.5 Learner-Centered Example of Level to Which Students Engage in Content 80 4.6 Learner-Centered Example of Use of Content to Facilitate Future Learning 82 4.7 Learner-Centered Example of Use of Organizing Schemes 95 5.1 Learner-Centered Example of Creating an Environment for Learning 102 5.2 Learner-Centered Example of Accommodating Different Learning Styles 105 5.3 Learner-Centered Example of Alignment of the Course Components 106 5.4 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 111 6.1 Learner-Centered Example of Responsibility for Learning 132 6.2 Learner-Centered Example of Students Self-Assessment of Their Learning 134 6.3 Learner-Centered Example of Students Self-Assessment of Their Strengths 135 and Weaknesses 6.4 Learner-Centered Example of Information Literacy Skills 135 6.5 Learner-Centered Example of Responsibility for Learning 144 6.6 Learner-Centered Example of Learning-to-Learn Skills 147 6.7 Learner-Centered Example of Students Self-Assessment of Their Learning 151 7.1 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 162 7.4 Learner-Centered Example of Peer and Self-Assessment 163 7.5 Learner-Centered Example of Demonstration of Mastery and Ability to 166 Learn from Mistakes 7.6 Learner-Centered Example of Authentic Assessment 168 8.1 Learner-Centered Example of Determination of Course Content 191 8.2 Learner-Centered Example of Expression of Alternative Perspectives 191

Tables, Exhibits, Figures, and Boxes xiii 8.3 Learner-Centered Example of Determination of How Students Earn Grades 192 8.4 Learner-Centered Example of Use of Open-Ended Assignments 193 8.5 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 196 8.7 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 224 9.2 Planned Progression for Increasing the Balance of Power Across an 239 Educational Program