Question 1

What new idea have you encountered about student-centered learning using small groups or other strategies that you think you will incorporate into your teaching (either now or in the future)?

Why would you recommend that others consider this specific idea or strategy?  

 

After reading Weimer’s book and some of the readings prior to this section it seemed that student-centered learning / active learning was indisputably great while teacher- centered learning / lectures were tantamount to student torture. The general idea that I appreciated the most in the readings and videos is that there can be balance between the two camps.  An educator can lecture, show some power and assign active learning activities.

 

A more specific strategy I would like to use in the future is PowerPoint or other presentation technology. PowerPoint certainly isn’t new, but the readings demonstrate that i can integrate lecturing and action learning.  ​I can now imagine PowerPoint being a hub for teaching.  Some of the benefits would be.

 

• Lectures can be conducted from PowerPoint

• Active learning activities can be introduced and explained within the presentation. ​​
• All learning actives (if chosen correctly) would seem to flow. Student may not interpret group work or other active activities as spur of the moment busy work.   
• Short quizzes, questions for class discussion, questions to include in learning logs and one-minute papers could be posted on a slide rather than wasting time and paper.

• This format can help teachers manage time better.

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Question 2

For what reasons and in what contexts do you think student-centered group-based work is a good idea?

 

I will concentrate on the cognitive rationales: Student-centered learning allows the learner an opportunity to process the information they learned better. Kolb’s model of experiential learning (in its simplest form) goes as follows Concrete experience – reflection- abstract conceptualization – active experimentation. This model shows that group-based learning can offer a rich learning environment where all the process can be engaged if the activity is designed well.  Active experimentation is often the hardest processes to engage so if the group activity allows students to place ideas into practice then the assignment will be a very good way to enhance understanding.  

 

One note is that the model is not synonyms with group learning. Proponents of teacher-centered learning may say this is yet another example of research that proves it is the best, but Kolb does not seem to concentrate on this issue. The point is having an opportunity for action.

 

Under what circumstances do you think it should be avoided?

Placing people in groups does not automatically make the activity worthwhile. The videos from the University of Minnesota website show how it may be best to avoid group work if one uses it in the middle of the course. Students may not be used to this format and think it is busy work or something not worthwhile. Another circumstance where group work can be avoided is If the teacher does not know how to set up the activities. The attempts can cause more harm than good; for example, students may lose respect for the teacher.  

 

Question 3

Students respond to group-based work in different ways. In your experience, what are the reasons that students sometimes resist student-centered teaching methods?

I should probably have many examples since I am a person who doesn’t like being in groups. throughout my

education, I have been taught with many of the techniques introduced in the reading / videos but as a student, especially prior to switching to my focus on education, I didn’t realize what was going on, or what the point of any of the group assignments were. The teachers/lectures would just tell us to get into groups and do whatever needed to be done. Most of the time we sat there scratching our heads or complaining, this same reaction was shown in some of the videos from the University of Minnesota website. Nonetheless, The two big reasons why group work drives me crazy is do to procrastination and certain group member getting full points for not doing anything. .

 

In what ways can you prepare your students to respond favorably and to learn productively through student-centered techniques?

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• ​Be explicit with students about why you are doing this and what you know about the learning process.Manually break students into groups. This can be an effective way to overcome student reluctance and demonstrate that you're in charge.
• Be committed to your choice to use active learning and communicate that confidently to students. Students will be put at ease if they understand that you're in charge and have good reasons for what you're doing

• Start small and simple.

• Develop a plan for an active learning activity, try it out, collect feedback, then modify and try it again.

• Start from the first day of class and stick with it. Students will come to expect active learning and perform better.

• Be creative! Invent new strategies and adapt existing ones to your needs.

• Have students introduce themselves (small classes) on the first day of class. They will feel more  comfortable being in groups.
• http://www1.umn.edu/ohr/teachlearn/tutorials/active/recommendations/index.html

• Assign group roles for students. Explain these clearly at the outset of the activity http://www1.umn.edu/ohr/teachlearn/tutorials/active/recommendations/index.html