Learner-centered teaching

My initial thoughts on Learner-centered teaching are that it can empower the students. My experiences tell me that they are clearly put out (i.e., bothered) by not having any control over what happens in a class. Obviously we cannot completely abandon this as the students do not understand accreditation and what absolutely needs to be covered. However, we can incorporate their ideas into some parts of the course like attendance policies, late work, textbooks, due dates of some assignments, testing styles, etc. I was really interested in the story of the instructor who lets a student committee pick the textbook from a group of books that he pre-selected. However, I think some caution is needed when implementing Learner-centered teaching strategies. One pitfall is that the students may try to make things too easy if they do not respect the instructor or the instructor allows this to happen. Therefore, I think this will only work when the instructor has a strong personality and does not allow the students to exert too much control. I also wonder if the students, after their initial hesitation, might argue for even greater control.  As the text instructs, “Power is redistributed in amounts proportional to students’ ability to handle it.” If it is handled in this manner then I only see an upside.

The most interesting part of Lang’s chapter was the discussion of the many hardships and struggles that students have that we cannot really understand because our course is but a small part of their lives. The most useful part of this discussion was the idea to “stick compassionately to your standards.” In the end we may not really know why they are missing class or turning in late assignments. It may be for legitimate reasons or for reasons such as being out too late at a party. Having guidelines that all students adhere to will allow you to treat everyone in the class equally. This may be something that can be discussed and agreed upon by the students in a Learner-centered approach to teaching. A past discussion also mentioned allowing students to drop a quiz or test, or allow a certain number of absences without penalty. I don’t know if this completely solves the problem because students may have more ”issues”, real or perceived, that come up above and beyond what you initially allowed them to miss without penalty. How do you plan to handle all of the excuses that you will hear from students? Will you require proof of what they were doing?

Blog - Student Problems

It is common for students to get bored by mid-semester and they will talk during class more often. I think this is common as most students feel the strain of school requirements at this point in the semester. I experienced an increase in student inattention this semester. Lang's/Boice's comments about the structure of the course are well taken. It may that I am not giving them enough of an opportunity to express their thoughts, as well as the normal mid-semester "doldrums" that may be at least somewhat unavoidable. To address the problem, I am spending a little extra time planning out interactive activities/discussions for class. I have also rearranged the class (about 38 students) so the students are sitting in different spots and therefore interacting with different students. They wondered aloud what was going on, but that in itself made them pay more attention. It was not a perfect solution but it did make a big difference, and it did seem to add some energy to the classroom.

A lot of times the rude students are also struggling in the class. They often ask about how they can do better in the class or if they can do extra credit. This sets up a good opportunity to address their in-class behaviors, in addition to their study habits out of the classroom. It is less confrontational because they have come to you for help. I have also found that I can prompt these rude and struggling students to ask for help by addressing their performance on tests (i.e., "It seems you are struggling with the tests or assignments. Is there anything I can do to help?"). You can then address their behaviors in class and suggest a link to their test/assignment performance. They might even be able to offer me suggestions as to how I can reach/motivate the "unmotivated" student. Or at the very least I might understand why they are acting in that manner (i.e., they just don't care).

Another issue is the use of cell phones for texting while in class. I have seen many students try to hide the cell phone under the desk and use it while I am lecturing. Group work and discussions don't seem to curb their texting frequency (it might even increase). At this point I do not address this issue in my syllabus but I will certainly do so in the future. To address this issue I have sent out emails and made general announcements in class on several occasions. This has helped but has not completely solved the problem. I have politely asked a couple of students, as they are walking out the door at the end of class, to not use their cell phones during class. This has always seemed to work out fairly well and is non-threatening for both student and instructor.

Student Outcomes (Course Title = Obesity and Diabetes)

1.       The student will be able to define obesity and diabetes in terms of anatomical and physiological terminology.

2.       The student will identify proper current research related to obesity and/or diabetes, and apply the research findings to their own behaviors and the behaviors of their family and friends (i.e., case study).

3.       The student will identify the short-term and long-term health consequences of being obese and/or having diabetes.

4.       The student will identify and apply how to use goal-setting and decision-making skills to enhance healthy food choices in relation to obesity and diabetes prevention.

5.       The Student will evaluate the effects of advertising, media, technology and social norms in the prevalence of obesity and diabetes