Toward Learner-Centered Teaching

Smart, Karl L.; Witt, Christine; Scott, James

doi:10.1177/1080569912459752

Cited by 67 publications

(52 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…29 Most participants described difficulties engaging students in lecture. One participant described how they tried to use more active learning strategies, only to be met with student resistance.…”

Section: Experience Of Previous Teaching Methodsmentioning

confidence: 99%

Team-based Learning in Pharmacy: The Faculty Experience

Tweddell

Clark

Nelson

2014

Proceedings of the Manchester Pharmacy Education Conference

View full text Add to dashboard Cite

Aim. To assess faculty perceptions and experiences when implementing Team-Based Learning (TBL) across a pharmacy curriculum. Study Design. A total of 19 faculty participated in a series of individual semi-structured interviews that allowed freedom of discussion within a structured framework of inquiry. Data were transcribed, coded using NVivo and analyzed to establish common themes. Participant quotations were chosen to reinforce the themes and give a voice to the participants. Findings and Discussion. The benefits of TBL were perceived to be enhanced student engagement, peer learning, increased faculty enjoyment of teaching, and student development of transferable skills. Challenges included increased initial workload, writing effective application exercises, and facilitating learner-centered classes. TBL may be useful in optimizing course content to ensure outcomes and activities focus on important concepts. Peer learning appears to benefit student learning. TBL may help equip students with valuable transferable skills. TBL requires an initial upfront investment in faculty development and time to prepare resources. A student-centered approach to learning may be daunting for faculty and require new skill sets. Conclusions. Faculty described their support for TBL, concluding that the pedagogical benefits of engaging students in active learning, the development of transferable skills for the workplace, and the personal satisfaction felt after a TBL class, outweigh the initial challenges of transitioning to TBL.

show abstract

Section: Experience Of Previous Teaching Methodsmentioning

confidence: 99%

Team-based Learning in Pharmacy: The Faculty Experience

Tweddell

Clark

Nelson

2014

Proceedings of the Manchester Pharmacy Education Conference

View full text Add to dashboard Cite

show abstract

“…Smart, Witt, & Scott, 2012) and have offered few opportunities for students to engage in meaningful conversations (Lefstein & Snell, 2011 If teachers of ELLs continue to focus on low-level skills such as vocabulary and grammatical structures (Fillmore & Fillmore, 2012;Hakuta & Santos, 2012) and on fact-based-questions, with little effort to elicit elaboration from them (Zwiers, 2007), ELLs will ultimately be underprepared for 21 st Century global participation, and the opportunity gap for ELLs will persist. To address this problem of practice, this study was led by the research question: What is the experience of high school content teachers who are implementing the Common Core State…”

Section: Discussionmentioning

confidence: 99%

“…However, studies have shown that most teaching in U.S. high schools is teacher-centered, where teachers impart their expertise upon students, and students receive the content as receptacles (e.g. Smart, Witt, & Scott, 2012). This carry-over from the factory-model of education is problematic in preparing students, especially ELLs, to be ready as 21 st Century graduates.…”

Section: Common Core State Standards (Ccss) For English Language Artsmentioning

confidence: 99%

“…Strategically planning instruction for ELLs to include such processes can improve the outcomes of instruction. For example, Smart, Witt, and Scott (2012) suggested following the tenets of Biggs (1996) for effective instruction: (a) begin by connecting content with students' lives, (b) present content in a manner that shifts students' cognitive models gradually, (c) address gaps in students' background knowledge, and (d) give students opportunities to work in collaborative groups (Smart et al, 2012, p. 401).…”

Section: Discursive Practices That Engage Students In Learningmentioning

confidence: 99%

“…An examination of the factory model of schooling is foundational to this study because it has shaped instructional practices that continue to persist in schools, yet are contrary to the type of instruction called for in the CCSS. The factory model of education has been used to describe the current format of the American school system, which was designed to mimic the efficiency of the factory system in the 1900s during the Industrial Revolution (Darling-Hammond, 2010;Leland & Kasten, 2002;Serafini, 2002;Smart, Witt, & Scott, 2012). It was created as a "defense against the great waves of immigrants arriving during this time" (Leland & Kasten, 2002, p. 7).…”

Section: Foundations For a Student-centered Pedagogymentioning

confidence: 99%

See 2 more Smart Citations

Implementing the Common Core state standards for English language learners : understanding how high school content teachers experience the instructional shifts

Segovia¹

View full text Add to dashboard Cite

The Common Core State Standards (CCSS) in ELA/literacy call for increased rigor, close reading of complex texts, evidence-based argumentation in academic English, and collaborative conversations. For English language learners (ELLs), achieving the standards requires that they double their efforts to simultaneously learn both academic English and content. For ELLs to be successful, they need highly qualified teachers; however, many teachers feel unprepared to implement the standards for both content and language for ELLs. Using a dual theoretical framework that included social constructivism and academic language, this study sought to understand how teachers experience the instructional shifts from the earlier California standards to the CCSS, especially as they relate to working with ELLs. Using the Interpretative Phenomenological Analysis methodology, this study engaged seven participants in three semistructured interviews. The findings indicated six major themes, including: earlier mandates were constraining and left teachers open to the CCSS; teachers viewed the CCSS as an opportunity to build students' competence; teachers needed more preparation for the instructional shifts; teachers experienced greater satisfaction with the instructional shifts; teachers described improved student engagement with the CCSS; and teachers experienced success teaching ELLs the CCSS. This study concludes that teachers' experiences of the shift to the CCSS was primarily positive and provided superior learning opportunities for the ELLs with whom they worked; however, teachers initially felt unprepared for the shifts, particularly with ELLs, and were uncertain how they and their colleagues should make the shift to the new standards.

show abstract

Learner‐Centered Faculty Development

Yee

2015

New Drctns for Teach & Learn

View full text Add to dashboard Cite

show abstract

Toward Learner-Centered Teaching

Cited by 67 publications

References 6 publications

Team-based Learning in Pharmacy: The Faculty Experience

Team-based Learning in Pharmacy: The Faculty Experience

Implementing the Common Core state standards for English language learners : understanding how high school content teachers experience the instructional shifts

Learner‐Centered Faculty Development

Contact Info

Product

Resources

About