It's all about the learning...

Our reading for this week focused on Learner-Centered Teaching (LCT). McKeachie’s text had chapters written by two different instructors discussing motivation and diversity. We also had an excerpt from the book Learner-Centered Teaching. All of the readings had to do with techniques and theories to help the instructor focus on student needs. By understanding different aspects of individual needs in our classrooms, we can focus on the best ways to garner learning for all students.


What is LCT?

Learner-Centered Teaching aims to balance the power structure between instructor and student. In most classes, instructors hold the power in deciding course policies, assignments, deadlines, and overall structure of the course. LCT supporters suggest that this power balance can discourage learning. They feel conventional courses become more of a challenge to meet the instructor’s outcomes, rather than a forum for individual learning. The focus is on learning rather than teaching. The overall pedagogy of LCT aspires to involve students in course decisions and planning so they are more engaged and motivated in learning. Students are more centered on understanding the material and less concerned with classroom politics.

Aspects of LCT that would incorporate into my teaching:

• Students choosing their assignments. This is an aspect of LCT that I am quite familiar with. One of my undergraduate professors allowed us to choose which written papers wanted to complete. There was a list of 10 topics and we were allowed to choose the four we were most interested in. It gave us a sense of responsibility and power in deciding what we would learn. There was a sense of respect for the instructor in that he understood us as individual learners. The only problem was there was a degree of inconsistency in the amount of work for each paper. Many students chose paper topics that would be easier to research and write. If, as an instructor, I could make each topic similar in scope and effort, I believe that students could benefit from choosing their own assignments. Not only do they get to develop areas in which they are interested, but they get to feel more responsible for their learning.

• Voluntary participation. As much as I would love all of my students to participate, this is not always the case. I often find myself spending hours developing discussion topics only to have them fail in the classroom. At times, I find myself randomly calling on students to see if they can break the ice and get discussion rolling. Sometimes this works, sometimes it doesn’t. After reading Learner-Centered Teaching, I found myself evaluating my motivation. By calling on students during a failing discussion, I am probably doing so to benefit myself rather than the student (p. 36). I am trying to encourage a discussion because I feel it is necessary, not because the students have something to say. I found that I may have to reevaluate my participation expectations in order to avoid making students feel embarrassed or intimidated. I can make participation available to those that feel they have something to add and not call out those that don’t.
  

Aspects of LCT that would be difficult or unwise to incorporate into teaching:

• Textbook selection. I feel that it may be nonproductive and time consuming to have students pick their own textbook. The excerpt from Learner-Centered Teaching suggested that an instructor choose five textbooks that adequately encompass the goals and objectives for the course (p. 29). The students then form a textbook review committee and make nominate the textbook of their choice. In my opinion, it would be difficult for a student to understand and weigh the benefits of each book in a timely manner. I can see one-third of my students being excited and motivated, but the remainder seeing the textbook selection as an “added assignment” or being confused. The time it would take for them to get into a committee, review the texts, and then justify their decision could be time spent covering class material. In general, I believe LCT can be incorporated by taking baby steps. Textbook selection seems like it would be a giant leap that they may not be ready for.
  

• Deadline selection. When I read about students choosing due dates in Learner-Centered Teaching, I thought it sounded wonderful. Allowing students to choose due dates for projects and then determine the penalty for late work seemed like a great idea. Not only were they thinking about the amount of time they needed to complete an assignment, but they were also responsible for their consequences for late work (p.33-34). Then reality hit me. Do students truly understand time management for projects in the planning stages? Is this plausible for any class at the first or second year level? Currently, my students have a hard enough time choosing which day they will give a speech, and there are only a few days to choose from. Student’s setting their own deadlines and consequences may make my job easier (“YOU chose this date yourself. And this is the consequence YOU decided.”), but at what cost? If they aren’t structured or mature enough to understand the time needed to complete the assignment, it may just be setting them up to fail. Structure isn’t always hurting a student’s growth, as I felt this book tried to covey at times. Deadlines are there to also teach students how to manage their time.
  

Additional Resources:

Developing a syllabus using LCT. And Iowa State University page dedicated to developing a syllabus with LCT in mind. Some of the same ideas presented in the readings, but it gives a basic outline and steps to follow


More on LCT. I thought the table on page 2 gave an interesting side-by-side comparison of Learning-Centered vs. Curriculum-Centered Teaching.