TALK ABOUT TEACHING AND LEARNING
For
several years, Almanac has been presenting to the Penn
community a series of timely essays on teaching entitled Talk
About Teaching. To reflect the important changes that
are now occurring at Penn and all across the country, the title
of
the column will now become Talk About Teaching and Learning,
recognizing that these two processes are interdependent, and
indeed that teaching is only one of the important
means by which we achieve our essential goal--that of promoting
student learning.
Centering
on Learning at Penn
by
Myrna L. Cohen, Matthew Grady, and Samantha Springer
One of the important
changes occurring in higher education is a shift toward a more
learner-focused academic environment,
where the importance of the learning process is recognized along
with the course content. With the revival of this series
on teaching and learning, we will explore in this initial essay
the role of learners within Penn's curricula and courses.
A New Focus on Learner-Centered Learning
Learning is, after
all, the common experience for all Penn students. It is ongoing
throughout the undergraduate or
graduate experience, taking place inside and outside the classroom. Students
learn alone, in pairs, and in groups. Learning transpires on line
and face-to-face, in classrooms, libraries, computer labs, study
lounges, and coffee shops. Propelled by the momentum of multiple
years of study, students will continue to learn for the rest of
their lives.
Recently, learner-centered approaches to teaching
have received a variety of new names, including problem-based
learning, case-based teaching, active learning,
and anchored instruction. The common thread connecting these
approaches is the reflective, involved role of the students who
share the responsibility for constructing knowledge with their
instructors. Effective course design, therefore, considers
the active processes the students use to learn for today and for
the future, on the how as well as the what of the
curriculum. This subtle, yet significant, shift in focus is clearly
a reaction to the demands of an exponential increase of available
information from print and on-line sources and a need for our future
citizens to be engaged, critical thinkers and decision makers.
It also recognizes that our students learn best by manipulating
new concepts and vocabulary, whether verbally, visually, or manually.
What does our new
and appropriate focus on active learning and learner-centered
curricula mean for Penn students
and instructors? For students, active learning provides more
opportunities to connect new learning to prior experiences and
to incorporate their own interests. These actions can lead to increases
in motivation, responsibility for learning, and opportunities to
learn how to learn within specific disciplines. Ultimately,
students become more aware of their own learning and the cognitive
processes that are most effective. These skills have the potential
to transcend individual courses as life-long behaviors.
With the demands
and distractions of student life, Penn students rarely have the
luxury of time to think about the
ways they learn. Ingrained habits of reading and studying
continue whether they are productive or ineffective, appropriate
or unsuitable. At Penn's Learning Resources Center, undergraduate
and graduate students are given the opportunity to reflect on their
learning strengths and challenges. Beginning with informal, reflective
assessment, students are encouraged to recognize their learning
styles and current approaches to learning and to develop active
learning strategies. For example, active approaches to reading
encourage conscious application to prior knowledge or current problem-solving. Notetaking
strategies lead to the synthesis of information from texts, lectures,
and web-based resources. And active time management skills create
timelines for studying that decrease academic anxiety by putting
the students clearly in charge of their academic lives.
For instructors, the responsibility for teaching
a course expands, rather than diminishes. In addition to their
traditional role as experts within specific disciplines, university
instructors are increasingly recognized as designers of the learning
environment, guides through the inquiry process, and the models
of exemplary learning methods.
Applying Learner-Centered Models to Recitations
During the past
year, the Student Committee on Undergraduate Education (SCUE)
has undertaken a review of recitations
at Penn by examining their structure and the pedagogical methods
they employ. Specifically, SCUE researched the training of teaching
assistants and discussed with several professors their strategies
in planning recitations. Due to their size and purpose, SCUE has
concluded that recitations have the potential to impact student
learning more than any other part of the Penn undergraduate experience.
By applying learner-centered teaching techniques, recitations will
encourage students' intellectual growth by tying together what
they have learned both inside and outside of the classroom. In
this way, recitations will transform each student from a passive
listener into an interactive learner.
Rather than simply
having a TA-driven discussion or review session, students in
learner-centered recitations would
be raising their own questions, solving their own problems, and
responding to each other's inquiries. The TA, in this model, would
serve as more of a guide, helping to encourage discussion in a
particular direction, or stepping in when confusion arises over
a particular concept. In this way, learner-centered recitations
would represent a shift in the classroom's balance of power from
TA to student. Having students more involved in class dynamics
would place a larger responsibility on them to be prepared and
to keep class moving; this would indirectly promote mastery of
a given subject by seeking to develop each student's ability to
think about it critically and independently. TAs, in turn, will
assume the critical responsibility of orchestrating the class and
course to effectively promote student learning.
This type of classroom
experience is not difficult to achieve. Indeed, several practical
steps can be taken in any
recitation to improve student involvement and active learning.
In the humanities, for example, students can come to class having
already prepared responses to open-ended questions about the week's
material, present their responses to the class, and then enter
into a discussion on the merits of the responses proposed. Technology,
such as Blackboard courseware, can facilitate these and similar
activities and can get class discussions started before students
physically assemble for recitation each week. In the hard sciences
or mathematics, learner-centered recitations would involve students
by having them present their solutions to homework problems to
the class, allowing the responsibility for explaining the material
to fall to the student rather than the TA (who has already learned
it). These examples employ beneficial active learning techniques
and include students directly in classroom dynamics.
Recitations have
the potential to be a vibrant and incredibly productive part
of each student's academic career.
We can vastly improve learning outcomes in our classrooms by forcing
students to grapple with issues themselves and think independently
about their course material. Moreover, learner-centered recitations
will engage Penn students in their own learning process, which
will make them more enthusiastic and interested in their intellectual
endeavors both here and beyond. SCUE believes that adding a strong
active-learning component to the Penn curriculum will lead to a
more academically passionate and intellectually motivated student
body.
If you would like
to continue to talk about student learning at Penn, you are encouraged
to contact the following: Myrna
Cohen at the Learning Resources Center (215-573-9235) or the College
(215-898-6341); Larry Robbins and John Noakes at the Center for
Teaching and Learning (215-898-6341); or the Student Committee
on Undergraduate Education.
Dr.
Myrna L. Cohen is Director of the Learning Resources Center and
Director of Learning Resources for the College of Arts and Sciences.
Matthew
Grady is a senior in the College and Chair of the SCUE Committee on
Learner-Centered Learning.
Samantha
Springer is a sophomore in the College and Secretary of SCUE.
This
essay resumes the series that began in the fall of 1994 as the
joint creation of the College
of Arts and Sciences and the Lindback Society for Distinguished
Teaching. See www.upenn.edu/almanac/teach/teachall.html for
the previous essays.
Almanac, Vol. 50, No. 9,
October 21, 2003
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