A Learner-Centered Student Course Portfolio

Volume 1 ◽  
2004 ◽  
Author(s):  
Mysore Narayanan
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Intellectual Development ◽  
Teaching Effectiveness ◽  
Learning Goals ◽  
Short Paper ◽  
Teaching Methodologies ◽  
Learner Centered ◽  
Term Papers ◽  
Assessment Of Student Learning

In this short paper the author tries to explain how a learner-centered student course portfolio has helped him to document the educational outcomes. The author has taught and is currently teaching the subject matter of Hydraulics, Hydrology and Fluid Mechanics at an undergraduate level. Here the author tries to correlate the assessment of student learning to the assessment of instructor teaching methodologies. It is well known that industry is in need of employees that are committed to long-term development and continuous improvement. The key element here is to recognize the fundamental concept that teaching and learning are connected and therefore it is essential that the interaction between the instructor and learner is properly documented in the portfolio. (Cerbin, 1994). While addressing these issues, the author raises five questions: 1. What should be counted as appropriate goals in an undergraduate engineering course that has a significant laboratory component? 2. Are the teaching practices utilized by the instructor in this course providing reasonably acceptable paths toward accomplishing the specified learning goals? 3. What do students actually accomplish in the course and the laboratory exercises and how does the instructor’s teaching methodologies contribute to students’ intellectual development and progress? 4. How does the instructor respond to students’ learning difficulties? Does the teacher revise the teaching strategies to address such problems? 5. What impact does this type of teaching have on students’ life-long learning attitudes? Are they able to “learn, how to learn.” A course portfolio is deemed as a specified document that represents the specific accomplishments of the student and is structured to explain what, how and why the students learnt in that particular course. The portfolio shall include everything that was accomplished in that particular course. It should contain a teaching statement that provides a flow-chart. (Knapper, 1995). Further, an assessment analysis of student learning should be supported by class work, problem sets, quizzes, examinations, research reports, term papers, examinations, laboratory reports, etc. An analysis of student feedback is essential to document teaching effectiveness. Finally, a comprehensive course summary. The summary should describe the strengths and weaknesses of the course in terms of students’ learning. (Richlin, 1995).

scholarly journals Strategic Design toward Foundational Learning Goals in Introduction to Sociology

2019 ◽  
Vol 48 (1) ◽  
pp. 40-53
Author(s):  
Kimberly B. Rogers ◽  
Adam Nemeroff ◽  
Kelly Caputo
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Goals ◽  
Introductory Courses ◽  
Present Evidence ◽  
Personal Learning ◽  
Introductory Course ◽  
Strategic Design

Scholars of teaching and learning in sociology have argued that introductory courses should teach toward foundational learning goals instead of providing an exhaustive review of the discipline. Nevertheless, prior research has provided far more guidance on what instructors ought to teach than how they can cohesively support learning across the goals advocated. Additionally, few studies have considered whether introductory course designs adequately address students’ diverse reasons for enrolling. To address this gap in the literature, we offer insights from our experiences with a redesigned introductory course tailored to support student learning in the areas recommended by earlier work. After describing our learning goals and the elements of our course design, which are grounded in empirical findings from the literature, we present evidence for the efficacy of this design in achieving key disciplinary learning goals, serving students’ personal learning goals, and attracting new and existing majors and minors.

scholarly journals General Education: Learning from the Past, Preparing for the Future

2012 ◽  
Vol 2 (2) ◽  
pp. 8 ◽  
Author(s):  
Karen Gersten
Keyword(s):  
General Education ◽  
Student Learning ◽  
Postsecondary Education ◽  
Liberal Education ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
The Past ◽  
Societal Needs ◽  
Assessment Of Student Learning ◽  
Teaching Learning

This article explores the widening gap between business and societal needs and current general education curricula. Research is presented that documents gaps between projected needs of industry and current practices in postsecondary education especially in the general education areas. Positive efforts to close the gap are highlighted. Also highlighted are changing regulatory environments, some that support forward-thinking approaches to liberal education and others that revert to traditional educational practices. With a focus on adaptability and intentional teaching and learning, recommendations are presented for flexible curriculum, intentional pedagogy, and a backwards approach to the teaching-learning enterprise that begins with authentic assessment of student learning.

Improving Teaching Effectiveness and Student Learning Through the Use of Faculty Learning Communities

2014 ◽  
Vol 3 (4) ◽  
pp. 209-216 ◽  
Author(s):  
Stephen M. Roth
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Student Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Teaching Effectiveness ◽  
Knowledge And Skills ◽  
Faculty Learning Communities ◽  
Faculty Learning ◽  
Improve Student Learning

Higher education faculty have many responsibilities, with teaching as arguably the most public of those yet also the task for which many are least prepared. Professional development around teaching and learning can provide faculty with the knowledge and skills needed to improve student learning while also improving job satisfaction. The present paper describes the use of faculty learning communities as a best practice for professional development around teaching. Such communities engage a group of participants over time and provide a way to impart knowledge and resources around teaching and learning, encourage application of new skills in the classroom, and evaluate and refect on the effectiveness of those trials. Research shows that time spent in faculty learning communities translates into improvements in both teaching effectiveness and student learning. Resources are provided for administrators interested in developing and supporting faculty learning communities around teaching and learning.

scholarly journals Age-Friendly Teaching and Learning: New Roles for Older Adults Across the Curriculum

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 547-547
Author(s):  
Kimberly Farah ◽  
Joann Montepare
Keyword(s):  
Older Adults ◽  
Student Learning ◽  
Teaching And Learning ◽  
Healthy Aging ◽  
Oral Communication ◽  
Learning Goals ◽  
Educational Goals ◽  
Educational Activities ◽  
Older Learners ◽  
Enhance Student Learning

Abstract The pioneering Age-Friendly University (AFU) framework, with its set of ten guiding principles, advocates for enabling older adults to participate fully in educational activities that promote positive and healthy aging. In addition, the AFU principles call attention to bringing younger and older learners together around educational goals, and engaging learners in collaborative classroom experiences that facilitate the reciprocal sharing of expertise between learners of all ages. Implied, but not articulated, in these principles is the idea that older adults’ expertise, skills, and talents can also be tapped to support classroom learning goals and extend teaching strategies. This presentation will show how older adults can serve as valuable educational allies in classrooms across the curriculum with examples of crime scenario developers in a forensics class, conversation partners in an international oral communication class, and professional interviewers in an internship skills class. Evidence will argue that these roles enhance student learning.

scholarly journals LEARNER-CENTERED TEACHING: WHAT MAKES IT EFFECTIVE

2018 ◽  
Vol 4 (1) ◽  
pp. 33 ◽  
Author(s):  
Endang Darsih
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
English Teachers ◽  
Teaching Approach ◽  
Learning Goals ◽  
Teaching Techniques ◽  
Core Content ◽  
Learner Centered ◽  
The Government

Learner-centered teaching is a teaching approach that is increasingly being encouraged in education. In Indonesia, learner-centered teaching has been an obligation for teachers to be implemented since the government decided to try out the new designed curriculum, the 2013 curriculum. However, it is not always effective since teachers are lack of creativity, lack of responsibility and knowledge. Therefore, this study was sought to find out teacher�s efforts and their roles in implementing learner-centered teaching effectively. The study involving two English teachers revealed that several efforts done by teachers in learner-centered teaching are; 1) let the students do the hard messy work of learning because they are not passive recipients of knowledge, 2) give autonomy and responsibility to students for material they learn and their own learning in general, 3) use highly engaging core content that meets the needs of the students, 4) give feedback to help students to improve, and 4) utilize multiple teaching techniques appropriate for student learning goals. Several roles of teachers in learner-centered teaching are as guides, facilitator and coaches. Teachers also play important roles in creating an environment that fosters students� learning, accommodates different learning styles, and motivates students to accept responsibility for learning.Keywords: Learner-centered teaching, teaching approach, teachers� efforts & roles

scholarly journals Avaliação da aprendizagem na educação física escolar: caminhos percorridos e desafios atuais

2019 ◽  
Vol 18 (1) ◽  
pp. 119-123
Author(s):  
Evandra Hein Mendes ◽  
Ieda Parra Barbosa-Rinaldi
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Pedagogical Practice ◽  
Normative Documents ◽  
Technical Performance ◽  
The Subject ◽  
Assessment Of Student Learning ◽  
Over Time

INTRODUÇÃO: Ao longo da trajetória histórica da educação física os professores seguiram por diferentes caminhos e enfrentaram inúmeros desafios para avaliar a aprendizagem dos estudantes. OBJETIVO: Nesse sentido, esse estudo buscou analisar os caminhos percorridos e os desafios que se aprensentam para a avaliação da aprendizagem dos estudantes ao longo do tempo na área da educação física escolar. MÉTODOS: Para tanto, foram consultadas obras científicas e analisados documentos oficiais normativos da educação brasileira, que permitiram elaborar conclusões acerca do tema de estudo. RESULTADOS: Inicialmente os professores caminharam pela via quantitativa para avaliar a aprendizagem, valorizando o desempenho físico, motor ou técnico. Contudo, ao longo do tempo a via qualitativa também foi incorporada pelos professores, que passaram a analisar a evolução e a participação dos alunos nas aulas. Com as mudanças paradigmáticas e conceituais relativas à avaliação, os professores sentiram a necessidade de modificar práticas avaliativas já estabelecidas e desafiados a reconhecer a avaliação como um dos elementos constituintes do processo de ensino, pois ele possibilita orientar e aprimorar a aprendizagem. Assim, as práticas seletivas ou classificatórias de avaliação foram repensadas e os professores desafiados a adotar uma perspectiva formativa de avaliação, sendo um elemento de reflexão sobre o processo de ensino e aprendizagem tanto para o professor quanto para o aluno. CONCLUSÃO: Os desafios, que se apresentaram no decorrer do tempo e ainda permanecem nos dias atuais para a avaliação dos estudantes, exige dos professores o reconhecimento da necessidade de discutir, refletir e diversificar as estratégias avaliativas. Para tanto, se torna necessário ampliar os espaços e momentos de reflexão ou trocas de experiência sobre o tema, tanto na formação inicial quanto na prática pedagógica, assim como aumentar a produção científica e de pesquisas sobre o tema, para fortalecer as discussões e fomentar mudanças nas práticas avaliativas da educação física escolar. ABSTRACT. Evaluation of learning in school physical education: current ways and current challenges. BACKGROUND: Throughout the historical trajectory of physical education teachers have followed different paths and faced numerous challenges to assess student learning. OBJECTIVE: In this sense, this study sought to analyze the paths taken and the challenges that arise for the assessment of student learning over time in the area of school physical education. METHODS: For this, scientific works were consulted and official normative documents of the Brazilian education were analyzed, which allowed to draw conclusions about the subject of study. RESULTS: Initially the teachers walked the quantitative way to evaluate learning, valuing the physical, motor or technical performance. However, over time the qualitative path was also incorporated by teachers, who began to analyze the evolution and participation of students in class. With the paradigmatic and conceptual changes related to assessment, teachers felt the need to modify assessment practices already established and challenged to recognize assessment as one of the constituent elements of the teaching process, as it enables to guide and improve learning. Thus, the selective or classificatory evaluation practices were rethought and the teachers challenged to adopt a formative perspective of evaluation, being an element of reflection on the teaching and learning process for both the teacher and the student. CONCLUSION: The challenges that have been presented over time and still remain today for student assessment require teachers to recognize the need to discuss, reflect and diversify assessment strategies. Therefore, it is necessary to expand the spaces and moments of reflection or exchange of experience on the subject, both in initial training and pedagogical practice, as well as increase scientific production and research on the subject, to strengthen discussions and foster change. evaluative practices of school physical education.

Teaching in a Makerspace

2020 ◽  
pp. 26-51
Author(s):  
Catherine Otieno
Keyword(s):  
Learning Environment ◽  
Knowledge Base ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Learning Goals ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Depth Study

This chapter provides an in-depth study of the teaching practices of instructors who primarily guide and facilitate learning in a makespace. With a close look at the pedagogical practices that govern teaching and learning in the maker classroom, this study presents instructors who modeled these frameworks. In addition to their own knowledge base and expertise, they were able to efficiently and effectively integrate multi-resources in a unique learning environment while helping learners succeed and adopt the maker mindset. Makerspaces are changing how we perceive learning and teaching. Instructors highlighted in this chapter put forth activities and learning goals that were learner centered and interesting to various learning needs. They designed and created a learning environment that safeguarded learners and allowed them to experiment with ideas and materials, creating different iterations of learning and redefining what success and failure means.

ePorticulture

2014 ◽  
pp. 1623-1636
Author(s):  
Kevin Kelly ◽  
Ruth Cox
Keyword(s):  
Culture Change ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Institutional Culture ◽  
Comprehensive Assessment ◽  
Critical Component ◽  
Learning Tool ◽  
Teaching Methodologies ◽  
Learner Centered ◽  
Assessment Strategies

Institutional culture is a critical component in making eportfolios an integral teaching and learning tool. As instructors and students engage in using eportfolios, the campus goes through culture change in several different areas. Institutions may start with questions related to technology and logistics, but buy-in at all levels is critical as campuses begin to shift, redefine or adapt existing cultures of assessment. Namely, these efforts promote the adoption of more diverse and comprehensive assessment strategies—that embody new, learner-centered teaching methodologies—along with traditional strategies. By using more than one method to demonstrate their competencies within the context of the eportfolio process, students can become more reflective learners, make connections between curricular and co-curricular work, and prepare to enter the workforce. This chapter will help readers determine why they might pursue the use of eportfolios within their educational institution, at the course, program, or institutional levels.

scholarly journals Teaching Large Classes with Clickers: Results from a Teaching Experiment in Comparative Politics

2013 ◽  
Vol 46 (04) ◽  
pp. 823-829 ◽  
Author(s):  
Marcela Velasco ◽  
Gamze Çavdar
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Comparative Politics ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Student Perception ◽  
Teaching Experiment ◽  
Student Response ◽  
Large Classes

AbstractInstant-response technologies, or clickers, are student response devices that help address some of the challenges involved in teaching large classes, namely student motivation and engagement with the material. This article evaluates a diverse set of teaching and learning strategies enabled by clicker technology and their impact on student learning. We highlight five aspects of teaching that are enhanced by the use of clickers, describe an experiment comparing student performance in traditional and clicker lectures, and report results of a survey of student perception about the effects of this technology on motivation, learning, and engagement. We argue that while the use of clickers is time-consuming for the instructor and presents a steep learning curve, clickers improve teaching effectiveness in large classes and hold promise for increasing student learning.

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