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Helping Faculty to Become More Learner Centered

Professor Terry Doyle Ferris State University

Students Will Resist


Doing more work Taking more responsibility Being active in class Being prepared to learn NOT ALWAYS HAPPY ABOUT THESE CHANGES

Why do Students Resist LCT?


1.Old habits die hard
Students learning expectations are based on strongly formed habits learned through twelve or more years of teachercentered instruction.

High schools remain teacher-centered institutions


Despite the efforts of many, the organization and structure of most comprehensive high schools look very similar to those of high schools of generations ago. High schools have stood still amidst a maelstrom of educational and economic change swirling around them.
(The National Commission on the High School Senior Year, p.20).

Learning is not a top reason students give for attending college

Many first-year college students are sick to death of school by age eighteen and see college as just the last hurdle to be (Leamnson 1999, crossed.
p.35).

Students dont like taking learning risks


as we grow older we
develop a great tendency to hide from failure. (Tagg,
2003 p. 54).

LCT doesnt resemble what students think of as school


By age 18, our students have spent 70% of their waking lives in school (Leamnson,
p.35),

Each school year looks a great deal like the year before.

Students dont want to give more effort and LCT requires it.
in the competition of
the classroom, students prefer to be seen by others as succeeding through ability rather than through effort. OR If I have to work at it I must not be very smart
K. Patricia Cross in her 2001 talk Motivation Er will that be on the test?

Students mindsets about learning make adapting to LCT more difficult


Thousands of students each semester pay tuition to take courses in subject areas they believe they cannot learn. This strange scenario occurs because of the fixed mindset these students have developed about learning a particular subject.
(Carol Dweck, 2006)

Many students follow the path of least resistance in their learning. Taking the path of least resistance often results in minimalist learning.

Students adhere to the philosophy: What is the least I have to do to get the grade that I need.

Learning Outcomes
WhoThe students When By the end of the semester What-What will they have learned How- How will you know (assessment)

Best Use of their Time


1. Plan activities/content delivery/assessments 2. Assess activities/content/skills 3. Feedback to students 4. Plan for remediation

Planning
1. Practice quiz/test question bank 2. Assemble cases/problems/ readings/activities/ projects/research

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