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Teaching-Centered vs. Learning-Centered Instruction

Concept

Teaching-Centered

Learning-Centered

Teaching goals

Cover the discipline

Student learn:

How to use the discipline

How to integrate the disciplines to solve complex problems

An array of core learning objectives such as communication and information literacy skills

Curriculum

Courses in a catalogue

Cohesive program with systematically-created opportunities to synthesize, practice and develop increasingly complex ideas, skills and values

Course structure

Faculty “cover” topic

Student master learning objectives

How students learn

Listening

Reading

Independent learning, often in competition for grades

Students construct knowledge by integrating new learning into what they already know

Learning as a cognitive and social act

Pedagogy

Based on delivery of information

Based on engagement of students

Course delivery

Lecture

Assignment and exams for summative purposes

Active learning

Assignments for formative purposes

Collaborative learning

Community service learning

Cooperative learning

Online, asynchronous, self-directed learning

Problem-based learning

Faculty role

Sage on the stage

Designer of learning environments

Great teaching

Teach (present information) well and chose who can will learn

Engage students in their learning

Seek ways to help all students master learning objectives

Use classroom assessment – identify objectives, routinely examine student’s progress and make necessary adjustments

Contribute to the scholarships of teaching

Course grading

Faculty as gate keepers

Normal distribution expected

Grades indicate mastery of learning objectives

Assessment

Reliance on grades, registration and course completion data, etc.

Faculty use classroom assessment to improve learning in day-today courses

Faculty use program assessment to improve learning throughout the

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