Learner-Centered Teaching: Five Key Changes to Practice

I have been using Dr. Weimer's approach in my college courses for the past two years. My students are completely invigorated. Time and time again they say (and I have this in writing, too) that for the first time they feel empowered and in charge of their education. I'm constantly "wowed" by their responses and improved work ethic. My students have earned more "A" grades than previous semesters. I thought "maybe my point cut-offs are too low?" For Spring 2012, I raised the point levels and the students responded by working even harder and still earning A"s. For example, in my Western Lit course, to achieve an A, a student would have to choose to write over 22 pages (that's typed) of essays on topics related to the reading. They would have taken at minimum 5 tests and a midterm, read at least 5 books and participated in class discussions, activities and reviews. I vary my teaching methods between lecture/presentation, group work, and individual work.Some reviewer here really missed the point of students working on class participation policy -- that's the best idea ever. We spend two class periods at the beginning of the semester in discussion about participation. About 95% of the students agree that professors always say (on syllabus or in class) that "participation counts" or "participation will be x% of your grade," but they never explain exactly what participation is or how they're going to grade it. My students create standards, which you'd be surprised are not wishy washy or loose. When asked to chime in, they are serious about their education and want a classroom that supports their learning. Every single class, on their own (without me saying a word) has outlawed cell phones and texting. Doesn't mean they don't slip up, but they have clear ideas about standards. If teachers would allow even the conversation about participation, they might get more buy-in from their students. Participation becomes a factor in their grades, worth 100 points: 50 earned by writing 5 pages or more assessing their own participation and up to 50 points that I use to grade their participation -- using the class policy. Students can opt into the Participation points or not. Rarely does a student opt out. That means everyone in my class is actively trying to participate all the time. And I don't have to prod them and they know the rules and what they need to do to earn the points.Look, here is the bottom line, everything in life is optional. Really. Either you show up, or you don't. Before I changed to this approach, I would always have some students who would treat assignments as if optional, not do work, not come to class, think they could do make up work at the end and it would be fine. But now, actually telling them "everything is optional" -- lets the cat out of the bag. In my class, with the exception of two assignments, everything is optional. Can a student pass if he or she only does the required two assignments. Heck, no. The deck is certainly stacked. But here's the thing, a student who hates literature and doesn't really want to read all the books and doesn't want an A, can certainly find a way to learn enough to earn a "C" -- and isn't that okay? Heck, yes.I give each student a complete list of assignments and due dates and point values for each assignment on a sheet where he or she can record points. I keep a copy of the same sheet. Students always know how they stand in the class. This has made me a better teacher because I return work within at least two class meetings. In fact, many students said last year that I was the best ever at getting work back. Well, I have to thank Dr. Weimer, even though she didn't really mention that in the book. But in order for the approach to work, professors need to step up and be involved, too. The two "rules" are great . Once the due date is passed, the work cannot be accepted. I always had a "no late work" policy, but now I don't hear whining and begging. The other rule is that in order to earn any points for an assignment or test, students must earn at least 50% of the points available. I ask the students, "why?" And they immediately tell me, "so you don't get junk." Bravo. See? They know. They feel like they are being treated as adults, sometimes for the first time in school.At the end of the semester, I ask students to assess this method of setting up the course. The letters can be anonymous or not. Doesn't matter. Overwhelmingly, the students love this approach. The line I get the most is, "I wish other professors would try this."

Once again, Professor Weimer has struck a nerve in higher education, pointing out where we need to make changes to facilitate excellent education in our colleges. It is on the "must read" list for the faculty with whom I work in our Quality Enhancement Program to promote Critical Academic Literacy. The cites she gives of current and developing research are invaluable as support for the changes she recommends and my list of relevant items to read grows with every page in her book.

I found the book irrelevant to math but needed it for my class. There were some interesting ideas, but the book is designed for English-based classes. The author tried to make it relatable to the sciences, but it fell short. The book is designed for students that are already self-regulated.

For me as an educational developer in higher education this book is one of the best. Weimer manages to weave together her own experience and strong research to put forward a comprehensive and caring outlook on the concept of learning.

This book presents a comprehensive review of the flipped classroom with strategies and insights on the possibilities of learner centered teaching! It is definitely for the administrator or teacher who is ready to embrace learning while teaching, servant, and shared leadership!!

For students interested in learning about learner-centered teaching, this is a great book. Weimer is very informative and draws from the experiences of many other with whom she has worked.

Serious, empirically based and enlightening. Worthwhile reading for teachers at several levels. Found some problems other educators have solved, and answers to problems all face

I had read the first edition & liked it-then I read a comment by her about the revision-it was enough to get me to but this & I am glad I did-this has lots & lots of useful advice