Teaching and learning frameworks provide armed and diverse approaches that help students “build knowledge structures that are organized in a precise and meaningful way” while indicating “when and how to apply the skills and knowledge they learn” (Ambrose et al., 4-5). “Learning” dispenses with “teaching,” which focuses on the transmission of content, but on structures for the ongoing development of students and invites students to be “co-producers” in the classroom (Barr and Tagg, 15). This page provides an overview of the most important teaching and learning frameworks, from theoretical and methodological approaches for general course design to specific techniques for individual teaching units. 10 The role of the teacher (continued) Harmonize objectives, teaching methods and assessment in a coherent and explicit manner Uses multiple teaching techniques tailored to students` learning objectives Designs activities where students interact with the material, the teacher, and each other Inspires and encourages ownership of Blumberg students` learning, P. (2008). Developing Learner-Centered Teachers: A Practical Guide for Faculty. San Francisco, California: Jossey bass. Blumberg, P. (2008). Implement learner-centered approaches in your classroom [PowerPoint slides]. Retrieved by Weimer, M. (2002).
Learner-centred teaching. San Francisco, California: Jossey bass. Course design frameworks provide models for achieving learning outcomes across courses, creating the curriculum, and redesigning courses. Many elements of course design can also be applied to the design of individual classes. 12 Evaluation Process and ObjectivesIntegrated EvaluationFormative Evaluation with Constructive Feedback Peer Review and Self-Assessment Multiple opportunities to learn and demonstrate mastery Students are encouraged to justify their responses Students and teachers agree on feedback timelines Authentic assessment is used everywhere Blumberg, P. (2008). Developing Learner-Centered Teachers: A Practical Guide for Faculty. San Francisco, California: Jossey bass. Blumberg, P. (2008). Implement learner-centered approaches in your classroom [PowerPoint slides].
Retrieved by Weimer, M. (2002). Learner-centred teaching. San Francisco, California: Jossey bass. 2 What is learner-centred teaching? A pedagogical approach that focuses on the student as a learner rather than on the transmission of information Look for ethically responsible ways to share power with students Aims to help students become independent learners Does not aim to diminish the importance of the teacher aspect of the online and/or on-site teaching experience, but to expand teaching to include other activities, achieve desirable learning outcomes Anderson, L., Balsamo, A., Bucher, S., Carnicke, S., Chrystal, S., Fliegel, R., Garner, J., Hollins, E., Lutkehaus, N., Mak, C., Mayer, D., McPherson, T., Schmunk, T., Shuler, C., Walsh, J., Thalmann, W., Bickers, G. (2006). Learner-Centered Teaching and Education at USC: A Resource for Teachers. Consulted fromcet.usc.edu/resources/teaching_learning/docs/LearnerCentered_Resource_final.pdf Blumberg, p. (2008). Building Learner-Centered Teachers: A Practical Guide for Faculty. San Francisco, California: Jossey bass. Blumberg, P.
(2008). Implement learner-centered approaches in your classroom [PowerPoint slides]. Retrieved by Weimer, M. (2002). Learner-centred teaching. San Francisco, California: Jossey-Bass 11 Responsibility for learningResponsibility is shared between teacher and student Students develop learning skills for later learning Students become lifelong independent learners Students can and do assess their own learning Students become proficient in self-assessment Students are proficient in all information skills (e.g., access to sources and evaluation thereof, lawful use of information) Blumberg, P. (2008). Developing Learner-Centered Teachers: A Practical Guide for Faculty.
San Francisco, California: Jossey bass. Blumberg, P. (2008). Implement learner-centered approaches in your classroom [PowerPoint slides]. Retrieved by Weimer, M. (2002). Learner-centred teaching. San Francisco, California: Jossey bass. Backward Design was created by Wiggins and McTighe in their book Understanding by Design (2005) and advances the educational philosophy behind the latest teaching and learning frameworks. Retrospective design differs from traditional approaches from beginning to end of lesson design, where the instructor first decides what content to teach before developing activities and assessments for the resulting learning. Instead, retrospective design begins with the desired end goals by focusing on what the learner will learn, rather than what the teacher will teach. In this sense, retrospective design is a student-centered approach.
Teachers may choose to incorporate UDL for their inclusion and access strategies, as well as for their far-reaching recommendations for revising and varying pedagogical approaches. UDL provides “a curriculum flexible enough for each learner to find the right balance between challenge and support” (Meyer et al., 2014). The approach has been classically understood as improving the environment for learners with disabilities, but its principles apply more generally to the creation of inclusive classrooms. 7 The function of contentIn addition to building a knowledge base, content should enable students to: Practice using research or mindsets in the discipline Learn how to solve real problems Understand the function of content and why it is learned Build discipline-specific learning methods Develop an appreciation of the value of content on Blumberg, P.