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Centre for Excellence in Teaching and Learning: An Exhibition on University Teaching

TEACHING THEN = TRADITIONAL TEACHING

 

Old Paradigm-Teacher Centered - The Lecturer/Professor Covers

PROFESSOR covers WHAT s/he believes students must know.

 

Being a good professor requires content expertise and verbal fluency.

STUDENT is required to figure out and memorize...

WHAT the professor thinks is so important

...in order to re-present it to the professor on an exam or in a paper.

EXPERIENCE: student is typically compliant or defiant.

OUTCOME: Learning is typically superficial and additive.

 

Traditional Triad of Instruction

New Paradigm - Learner Centred

THE STUDENT

FACILITATOR creates and guides learners through a well-designed Experience/Activity…then assists learners to reflect deeply upon the experience so they may generalize and transfer knowledge and skills.

 

 

 

Being a good facilitator  requires content expertise, verbal fluency, and the ability to design and facilitate dynamic learning experiences.

 

LEARNER is guided to discover…

  • Why? A reason to learn new knowledge or skills (benefit)
  • What? Information that explains the new knowledge or skills
  • How? Ability to use the new knowledge or skills
  • What Next? Ability to transfer the learned knowledge or skills to new situations

…in order to empower the learner to gain knowledge and skills that will help in the fulfillment of his/her potential in life.

EXPERIENCE: Learner is typically active and engaged.

OUTCOME: Learning is typically deep and, on occasion, even transformational

 

Comparison of Paradigms

 

TEACHER-CENTRED LEARNER-CENTRED
Knowledge is transmitted from professor to student. Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.
Students passively receive information.

Students are actively involved.
Emphasis is on acquisition of knowledge outside the context in which it will be used. Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts.
Instructor’s role is to be the primary information giver. Instructor’s role is to coach and facilitate.
Emphasis is on right answers. Emphasis is on generating better questions and learning from errors.

Focus is on a single discipline.

Approach is compatible with interdisciplinary investigation.

Culture is competitive and individualistic.

Culture is cooperative, collaborative, and supportive.

Only students are viewed as learners.

Instructors and students learn together.