Implementing Learner-Centered Teaching in Your Classroom: Advice from Engaged Faculty

Neil Knobloch & Anna L. BallCo-PI’s, USDA CSREES Higher Education Challenge Grants Program, Learner-Centered Teaching Project

Think-Pair Share

How do you

engage students

in your classroom?

Objectives Define Learner-Centered Teaching (LCT)

Describe the national LCT project

Discuss authentic methods and resources to engage students through LCT

What is Learner-Centered Teaching?

An approach to classroom teaching and learning that: Involves the creation of meaning from experience. Uses examples grounded in real-life situations. Encourages total participation. Allows for creativity and discovery in and outside the

classroom. Relies on multiple sources of knowledge. Focuses on creating and forming concepts using

critical thinking and problem solving.

How is LCT Manifestedin the Classroom?

Active Learning

Inquiry or Problem-based Learning

Service or Community-based Learning

LCT Project Overview

3-year USDA CSREES, Higher Education Challenge Grant for faculty development

Equip teaching faculty with information to improve teaching and learning in food and agricultural sciences.

Identified 12 nationwide faculty exemplars to showcase best practices in active, inquiry-based, and service learning.

Methods & Procedures Year 1

National status survey on teaching and learning in colleges of agriculture

Exemplars nominated in active, service, and inquiry-learning

12 exemplars selected and invited to a case study conference

Year 2 Student and faculty data in exemplary practice collected LCT website piloted LCT dissemination workshops

Year 3 Best practices bulletins Online LCT directory established

National Status Survey of LCT Random, nationwide cluster sample 1553 teaching faculty 1862, 1890, and state colleges of agriculture 320 responses, 20% response rate Participants described:

teaching perspectives motivation for utilizing LCT knowledge of LCT actual teaching methods

What is the status of your teaching?

Rate the following on a 5-point scale in regard to how often you utilize these approaches (1 = never, 2= seldom, 3 = often, 4 = quite a bit, 5 = always)

Active Learning

Inquiry-based Learning

Service Learning

What is the status of your teaching?Rate the following on a 5-point scale in regard to how often

you utilize these teaching methods (1 = never, 2= seldom, 3 = often, 4 = quite a bit, 5 = always)

Lecture

Discussion

Cases

Team projects

Labs

Cooperative learning

Field trips

Service-based learning

Findings: The Survey Says!

Utilized Quite a Bit/Always:

Active Learning-60%

Problem-based Learning-74%

Service Learning-15%

Findings: The Survey Says!

Utilized Quite a Bit/Always:

Lecture-77%

Discussion-63%

Cases-31%

Team projects-34%

Labs-53%

Cooperative learning-32%

Field trips-26%

Community-based learning-10%

Reflective QuestionIf a teaching approach is your roadmap or

outline of your destination (goals/outcomes) for student

learning…..and a teaching method is your primary mode of

transportation….are you using the appropriate vehicle for learning?

LCT: Methods of Exemplars

Active Learning - Engaging students to think at higher levels through activities (usually classroom-based; e.g., cooperative learning, technology)

Gary Moore, Agricultural Education, NCSU 3-stage exam (6 points per item), 3=individual,

2=team, 1=class Electronic, hand-held responder system for lecture

classes

LCT: Methods of Exemplars

Inquiry/Problem-based Learning – Uses ill-structured problems, inductive approach, uses problems to motivate, focus, and initiate

Mark Ryan, Fisheries & Wildlife, University of Missouri

Wildlife conservation problems based on practice Problem-based learning teams, students research

and teach each other essential concepts

LCT: Methods of ExemplarsService Learning – Service in community-based

environments outside of the classroom; students learn concepts, reflect about the context/culture of their experiences, and develop civic engagement

Tom Green, Forestry, Western Illinois University Arbor Day plantings in local elementary schools Students select schools, secure funding, and

engage with elementary students in plantings

How do you get there from here?

Think-Pair-Share Step 1: Select one LCT approach (active, inquiry,

service learning) you would like to implement in one of your courses

Step 2: Brainstorm one teaching method you could implement to facilitate this LCT approach

Step 3: Share your ideas with your neighbor

How do you get there from here?

LCT Project: lct.aces.uiuc.edu (Research and Resources, Showcase, Network & more)

Please join the LCT Network! Go to: lct.aces.uiuc.edu and register in the LCT network. (LCT Network will be available in August, 2005).

Active Learning http://www.active-learning-site.com/ http://www.ncsu.edu/felder-public/Cooperative_Learning.html

Inquiry Learning http://www.udel.edu/pbl/ http://www.samford.edu/pbl/

Service Learning http://www.gseis.ucla.edu/slc/ http://www.compact.org/