Changes Toward a Learner-Centered

ClassroomMarch 14, 2011

Five Principles to Learner-Centered Approach (Weimer 2002)

1. Balance of Power– Give students power in making decisions and

contributions to the course

2. The Function of Content– Don’t feel obligated to cover everything and

remember..covering content and promoting learning are mutually reinforcing!!

Five Principles Continued

3. The Role of Teacher– Teachers whould be “guides, gardners, helpers”

not just deliverers or organizers of information

4. The Responsibility for Learning…– Is the student’s responsibility. Read quote.

5. The Purpose and Processes of Evaluation – Should be more about how much they are

learning than what grade they received.

Stephanie AffulPSY 293: Positive Psychology

• New course prep• Seminar style, weekly discussions• Revised syllabus after students chose topics• Assessed them mid-semester and end of term

End of term evalsWith the learner-centered perspective in mind, how much do you think each of the following policies contributed to your retention of knowledge?

M (SD)

Choosing topics for lecture 4.39 (1.03)

Student-led discussions 4.67 (0.49)

Free late pass 3.94 (1.47)

Choice of final paper topic 4.78 (0.43)

Multiple weekly paper options 4.44 (0.78)

Generating exam questions 4.56 (1.15)

Student Presentations 3.89 (1.08)

Movie Clips 4.67 (0.77)

Rated on a 5-pt scale where 1 is ‘not at all’ and 5 is ‘very much’

Qualitative CommentsStrengths of LC perspective? Weaknesses of LC perspective?

•Room for questions to be answered•Really liked being able to have a say in what we studied•Weekly papers assisted me in keeping up with classroom material•We pick material we are interested in so we are more apt to be engaged in the class•Added zest to normal, boring routine of class•Generated comfort among students as we had discussion every class•Late pass got used in an emergency situations…that came in handy•The fact that we are in control and we focus on what we are learning•Student involvement enabled us to learn from each other•Liked the flexibility

•Some people shy to share•Large paper and presentation should not be 1 week before final exam•Very repetitive•Student presentations are not very helpful•Don’t get to study all sections

Evaluation from Instructor's Perspective

• Initially it is difficult to shift balance of power• Much more prep work at the onset• Weekly discussions proved to be both

rewarding and challenging– Encouraging students to answer each other's

questions while managing the ‘focus’ of the discussion

• I have integrated other LC features in my other courses (e.g., choice of assignments)

Fall 2010 – Deborah Phelps

Usefulness Scale Averages (0-5)

SOC100.01 SOC100.02 SOC115.10 SOC345.01

3x5 card 4.8 4.6 4.1 3.9

Date Selection 4.9 4.2 * 3.3

Extra Credit 3.8 4.9 * *

Late Pass * * 4.1 3.9

*Not applicable

Erin McNary: Learner-Centered Changes

Selected BUS 354: Sports and Entertainment Marketing-comfort level-class size

Complete overhaul of course outcomes-arranged in categories such as foundational knowledge, application, integration, human dimension, caring, and learning how to learn-attached more meaning to outcomes and practicality

-ex. Human Dimension: Come to see themselves as professionals in the field of sports

marketing in order to engage in leadership roles and engage in ethical and legal behaviors

Other changes

Choice of assignments

-student’s choice individual project (select from a case study, sporting event analysis, and interviewing a sports marketing professional)

-marketing plan (select from creating a wordpress page or website presentation, podcast, poster presentation, or powerpoint with professional graphics and visuals

-student led project with the Fontbonne Athletics Department

Choice of deadlines on certain projects and exams

Implementation

• Slow and steady

• Re-defining our roles as instructors and students

• Certain level of discomfort

• Thorough explanation of changes

Qualitative Feedback

• Comments included liking the options for assignments and deadlines

• Students found the Fontbonne marketing project useful but more oversight was needed

• Overall, students were uncomfortable at first but then enjoyed having options and responsibility for their learning

Future Directions

• Implement ideas in my other courses

• Continue introducing center-learned concepts and eventually have one course that is solely student-centered

• Educate the students on the philosophy

• Continue my pedagogical research and understand how this strategy impacts authority in the classroom

HES 326 Quantity Food Service Purchasing & Operations

Mary Beth Ohlms, M.Ed., R.D., L.D.

Why HES 326?

• First HES management course in dietetics curriculum

• Historically, dietetic students consider management courses to be:– Boring– Unnecessary – Dreaded

Why HES 326?

• Essentially, there was nowhere to go but UP

What Changed? Course Outcomes

• Fall 09– Plan and write a two

week cycle menu.

• Fall 10– Develop an appreciation

for the aesthetic, artistic, and social implications of a menu and its role in the health and well-being of customers.

What Changed? Course Outcomes

• Fall 09 – Analyze and create written

specifications for procurement.

• Fall 10– Identify the interaction

between significant local and national legislation and their impact on the food supply from farm to marketplace to the dinner table as it relates to foodservice systems.

What Changed? Less Lecture

• Fall 2009– 5 lectures on the

ordering, receiving, & storage of food categories

• Fall 2010– 9 Group Presentations

by students

What Changed?

• Students wrote objective questions as part of presentation assignment-questions included on exam.

• Negotiation of due dates based on other courses

• New textbook: 2008 vs. 1999• Students chose cycle menu scenario

Did it Matter?• Course evaluation

scores improved!Category Fall 2009 Fall 2010

Course Organization and Planning

3.47 4.41

Instructional Style 4.23 4.47

Faculty/Student Interaction 4.37 4.52

Course Content and Outcomes

4.09 4.33

Student Involvement 4.57 4.25

Overall Evaluation 3.93 4.50

Did It Matter?

• 2010 Positive Comments:– “Variety in learning methods”– “Flexible with due dates and testing times”– “lots of different assignments”

What’s Next?

• On to HES 345 Management Principles & Practices in Foodservice Operations

• YOU need to apply for this year’s Teaching Fellows experience!!

Questions?