Involving The Learner

Our expectations as students are that the knowing individual – the Teacher – will feed us – the Learners - what we need to learn and will check that we have learned what we are expected to learn. This is called Subject-Centered Learning.

Are there other, better options?

Student-Centered Learning – The Master at Work

It was during my residence period at Northern Illinois University that I saw my philosophical learning belief in action at the college level. I was studying for the two-day written test that would determine whether I would continue to be in the doctoral program.

Dr. Margaret Carroll was the chairman of my doctoral committee and a great asset in many ways. I thought a good way to study for the test would be to sit in on the class she was currently teaching. I asked her if I could do that and she was agreeable.

This evening course was a graduate level requirement for teachers working to become curriculum directors. It had begun the previous week and the students were to have read Chapter I.  The class was held in a large room with tables set into a square. Dr. Carroll was seated in a chair along with the dozen or so students - I was a secret guest.

She started the class by welcoming all of them back for the second session of the course. She then said, “Your assignment for this evening was to read Chapter One in the Textbook and to join in a discussion on your reading. We will now have that discussion.” And she stopped talking and waited. No one spoke. Why would they talk? They are students – students sit and listen and take notes and absorb the wisdom and knowledge of their professor. Eventually they will take the mid-term test and the final test to demonstrate how well they have absorbed that wisdom and knowledge - then they get a grade and three semester hours credit.

But not with this professor - let’s watch.

Dr. Carroll sat there without moving or saying a word for a half-hour -  no one else said a word - she then announced, “It’s time for our break and we will continue our discussion when we return.” There was a lot of head shaking and commenting during the break. When they returned, Dr. Carroll said, “We will now continue our discussion.” Some of the students who had read Chapter One or scanned it during the break managed to interact with each other and with Dr. Carroll for the rest of the evening. It wasn’t a profound lesson.

Anyway, the message was clear – this is a Student-Centered class and everyone is active. You don’t raise your hand to get permission to speak – you speak. You are required to speak – you are an active learner – you will learn with everyone else and from everyone else -  including the co-learner called the professor.         

We had a very busy classroom  for the remainder of the course – even I joined in without confessing my role. 

As a college professor, I created and enjoyed my own Student-Centered classroom.

It was almost as good as my 4th grade classroom.

Analysis 

The students in the class obviously expected to deal with the usual college version of the Subject-Centered Teacher (Professor). However, they were forced to deal with a Student-Centered Co-Learner - more like the Head Coach of the team.. Also, they probably were Subject-Centered Teachers at their schools. 

What is the difference in this relationship between the “teacher” and the  “learner”? There are at least four concepts to be considered:

Status - How are the higher and lower in power expected to treat one another?

Deference - How much respect is due a superior or elder person from the younger or less knowledgeable person?

Autonomy - How much self-governing power or freedom is given to the lower status person by the higher status person?

Dignity - How much respect and honor is given to each person as their authentic self.  

As a Student-Centered Co-Learner how shall I treat my Learners? How do we relate to one another?

I let my students know more about me, my thoughts and feelings.   

I am more accessible to them.

I am not as high above them in status.  We aren't equals, but I’m not their Boss. 

We have a more informal relationship.

They have more decision-making opportunities than my previous students had.

I don’t need a much higher status than they have in order to be effective.

I ask for and respond to their opinions and feelings.

I listen to them much more than I used to and I pay more attention.

When you are asked an open-ended question, repeat the question as a statement in the first sentence of your response, e.g., “What do you think is the best theory of educational psychology? respond “I believe the best theory of educational psychology is . . . You are now honed in on your answer with less chance for digression to occur.

Advice to student Peter S. Pierro from Dr. Margaret L. Carroll