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  • Slide 1
  • University of Delaware Comparison of Learning Paradigms: Learner-Centered vs. Instructor-Centered Institute for Transforming Undergraduate Education George Watson ghw@udel.edu
  • Slide 2
  • the individuals learning the most in [the teacher-centered classrooms] are the professors. They have reserved for themselves the very conditions that promote learning: What I know best I have taught Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000 actively seeking new information, integrating it with what is known, organizing it in a meaningful way, and having a chance to explain it to others.
  • Slide 3
  • Comparison of Paradigms Instructor-Centered Learner-Centered Knowledge is transmitted from professor to student. Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.
  • Slide 4
  • Instructor-Centered Learner-Centered Students passively receive information. Students are actively involved. Comparison of Paradigms
  • Slide 5
  • Instructor-Centered Learner-Centered Emphasis is on acquisition of knowledge outside the context in which it will be used. Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts. Comparison of Paradigms
  • Slide 6
  • Instructor-Centered Learner-Centered Instructors role is to be the primary information giver. Instructors role is to coach and facilitate. Comparison of Paradigms
  • Slide 7
  • Instructor-Centered Learner-Centered Emphasis is on right answers. Emphasis is on generating better questions and learning from errors. Comparison of Paradigms
  • Slide 8
  • Instructor-Centered Learner-Centered Focus is on a single discipline. Approach is compatible with interdisciplinary investigation. Comparison of Paradigms
  • Slide 9
  • Instructor-Centered Learner-Centered Culture is competitive and individualistic. Culture is cooperative, collaborative, and supportive. Comparison of Paradigms
  • Slide 10
  • Instructor-Centered Learner-Centered Only students are viewed as learners. Instructors and students learn together. Comparison of Paradigms
  • Slide 11
  • Quick Review of Problem-Based Learning
  • Slide 12
  • What is Problem-Based Learning? PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. PBL is an instructional method that challenges students to learn to learn, working cooperatively in groups to seek solutions to real world problems.
  • Slide 13
  • What are the Common Features of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups.
  • Slide 14
  • PBL: The Process Students are presented with a problem. They organize ideas and previous knowledge. Students pose questions, defining what they know and do not know. Assign responsibility for questions, discuss resources. Reconvene, explore newly learned information, refine questions.
  • Slide 15
  • The Problem-Based Learning Cycle Overview Problem, Project, or Assignment Group Discussion Research Group Discussion Preparation of Group Product Whole Class Discussion Mini-lecture (Assessment)
  • Slide 16
  • Outcomes? Moving away from: Are students getting the right answer? Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000
  • Slide 17
  • Moving to: Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates? Outcomes?
  • Slide 18
  • Moving to: Can students gather and evaluate new information, think critically, reason effectively, and solve problems? Outcomes?
  • Slide 19
  • Moving to: Can [students] communicate clearly, drawing upon evidence to provide a basis for argumentation? Outcomes?
  • Slide 20
  • Moving to: Do [students] decisions and judgments reflect understanding of universal truths[/concepts] in the humanities and arts [etc.]? Outcomes?
  • Slide 21
  • Moving to: Can [students] work respectfully and productively with others? Outcomes?
  • Slide 22
  • Moving to: Do [students] have self-regulating qualities like persistence and time management that will help them reach long-term goals? Outcomes?

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