Chapter 12:
Getting Others to Embrace
Learner-Centered Teaching
Getting Others to Embrace
Learner-Centered Teaching
Recognizing the Value of Learner-Centered Teaching
While it may seem that the value of learner-centered teaching speaks for itself, it may take some effort to help other people's "light bulb" go on. According to Terry Doyle (2011), there are three groups that may contain individuals who tend to resist the change to learner-centered teaching (LCT) in higher education:
While it may seem that the value of learner-centered teaching speaks for itself, it may take some effort to help other people's "light bulb" go on. According to Terry Doyle (2011), there are three groups that may contain individuals who tend to resist the change to learner-centered teaching (LCT) in higher education:
- Administrators: Some administrators tend to assign low ratings to teachers using LCT since they are out of touch with current research on teaching and learning. Doyle (2011) describes an administrator telling a faculty member using LCT, "I will come back on a day when you are teaching."
- Colleagues: Like some administrators, some faculty will also not understand LCT. Other faculty may be threatened by their more progressive colleagues implementing LCT as they don't want to have to change if the implementation is successful.
- Students: Since most students come from high schools that still use traditional approaches, they will complain that they aren't being taught by faculty using LCT approaches. They also may complain about the amount of studying they are asked to do.
Ensuring the Success of LCT Implementation
Resistance to any educational change isn't surprising since so many "flavors of the month" have failed to catch on in the past. The reason that so many teaching strategies have failed is that they were based on observations rather than scientific findings about the human brain (Sylwester, 1995).
By pointing out where the current research is going, we can overcome resistance. As educators and researchers in higher education we have an obligation to follow where the research is headed (Doyle, 2011). There is a large body of literature available that links the neuroscience behind LCT with almost every content area that is taught in college (Doyle, 2011).
To help administrators and fellow colleagues understand your activities surrounding learner-centered teaching, Doyle (2011) suggests developing a teaching portfolio. The recommended contents of the portfolio include: teaching philosophy, instructional methods with summaries of supporting research, list of learning outcomes for each course (accompanied by syllabus and student resource list), and assessment methodology with examples (Doyle, 2011). In addition to providing explanation of your teaching methods, the portfolio also shows how hard you work to facilitate your students' learning (Doyle, 2011).
Having open dialogue with colleagues and administrators about the science behind various teaching philosophies is a great way to create a research-focused approach to pedagogy (Doyle, 2011). This research focus will help other to embrace new ideas. It also provides a natural opportunity for faculty training on the principles of learner-centerered teaching.
Resistance to any educational change isn't surprising since so many "flavors of the month" have failed to catch on in the past. The reason that so many teaching strategies have failed is that they were based on observations rather than scientific findings about the human brain (Sylwester, 1995).
By pointing out where the current research is going, we can overcome resistance. As educators and researchers in higher education we have an obligation to follow where the research is headed (Doyle, 2011). There is a large body of literature available that links the neuroscience behind LCT with almost every content area that is taught in college (Doyle, 2011).
To help administrators and fellow colleagues understand your activities surrounding learner-centered teaching, Doyle (2011) suggests developing a teaching portfolio. The recommended contents of the portfolio include: teaching philosophy, instructional methods with summaries of supporting research, list of learning outcomes for each course (accompanied by syllabus and student resource list), and assessment methodology with examples (Doyle, 2011). In addition to providing explanation of your teaching methods, the portfolio also shows how hard you work to facilitate your students' learning (Doyle, 2011).
Having open dialogue with colleagues and administrators about the science behind various teaching philosophies is a great way to create a research-focused approach to pedagogy (Doyle, 2011). This research focus will help other to embrace new ideas. It also provides a natural opportunity for faculty training on the principles of learner-centerered teaching.
RESOURCES
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.