Chapter 1: Following the Research
"SMART" Learning Objectives:
By the end of this section, you will be able to:
- Explain why students learn best by doing the work themselves and describe ways to implement this process in your classroom
- Describe the research supporting the use of a learner-centered teaching methodology
Chapter Summary:
How is learner-centered teaching different from lecture-based teaching?
Research studies in the fields of cognitive psychology and neuroscience have shown that the traditional method of instruction where teachers put together lectures and students passively absorb the information presented does not result in long term memory transfer. In order to retain the new information learned over time, students must be actively engaged in thinking about the material. An effective way to achieve this is by requiring them to do most of the work of learning themselves rather than providing them with all the answers in advance (Doyle, 2011).
Research studies in the fields of cognitive psychology and neuroscience have shown that the traditional method of instruction where teachers put together lectures and students passively absorb the information presented does not result in long term memory transfer. In order to retain the new information learned over time, students must be actively engaged in thinking about the material. An effective way to achieve this is by requiring them to do most of the work of learning themselves rather than providing them with all the answers in advance (Doyle, 2011).
How does current research support the learner-centered teaching methodology?
One of the most exciting discoveries in neuroscience involves the fact that adult brains are capable of changing and producing new neurons, dendrites, and synapses in response to new information. These new neurons and connections are how new information is stored in the brain, and this process is stimulated by actively using the material. However, if this information is not practiced often, these new connections tend to get reabsorbed over time leading to memory loss (Doyle, 2011).
One of the most exciting discoveries in neuroscience involves the fact that adult brains are capable of changing and producing new neurons, dendrites, and synapses in response to new information. These new neurons and connections are how new information is stored in the brain, and this process is stimulated by actively using the material. However, if this information is not practiced often, these new connections tend to get reabsorbed over time leading to memory loss (Doyle, 2011).
What are some barriers to implementing learner-centered teaching?
Students are used to the traditional lecture style of teaching from their previous courses, and anything new always leads to some resistance. As an educator, I enjoy helping my students grasp the material and like to provide explanations to get them to understand a complex subject. Although this might make our students happy in the short term, they are less likely to remember the new material a few months later unless they are forced to think about the material and practice applying it on their own.
Students are used to the traditional lecture style of teaching from their previous courses, and anything new always leads to some resistance. As an educator, I enjoy helping my students grasp the material and like to provide explanations to get them to understand a complex subject. Although this might make our students happy in the short term, they are less likely to remember the new material a few months later unless they are forced to think about the material and practice applying it on their own.
What are some research proven ways to enhance learning?
Learning is enhanced by aerobic exercise, meditation, group collaboration, and certain types of computer games requiring switching attention between different tasks (Doyle, 2011). Studies show that meditation not only lowers stress levels and decreases anxiety, but also has a positive effect on knowledge retention. Similarly, studies involving classrooms where chairs are replaced by balance balls have shown that students are able to focus better when moving than when they are sedentary. This information is important to impart to our students to optimize their learning.
Learning is enhanced by aerobic exercise, meditation, group collaboration, and certain types of computer games requiring switching attention between different tasks (Doyle, 2011). Studies show that meditation not only lowers stress levels and decreases anxiety, but also has a positive effect on knowledge retention. Similarly, studies involving classrooms where chairs are replaced by balance balls have shown that students are able to focus better when moving than when they are sedentary. This information is important to impart to our students to optimize their learning.
What are the key take-home points from this chapter?
Students learn best by doing most of the work of learning themselves. Rather than purely lecture based classes, it is much more effective to use class time so students use and practice the information learned ensuring our goal of long term information retention.
Students learn best by doing most of the work of learning themselves. Rather than purely lecture based classes, it is much more effective to use class time so students use and practice the information learned ensuring our goal of long term information retention.
References:
Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.
Connections to Medical Education:
As a medical educator, I found this chapter very helpful in explaining why active learning works better for long term recall than lecture based learning. My training in undergraduate and medical school primarily involved lectures interspersed with case based learning sessions, and while they were helpful, it was certainly difficult to remember a lot of the basic science material I learned in my first year of med school by the time I entered my third year clinical clerkships.
Currently at the Boonshoft School of Medicine, we are undergoing a major curriculum revision based on the knowledge that students learn better when basic science material is presented to them in a real life patient context than in an isolated setting.
As a medical educator, I found this chapter very helpful in explaining why active learning works better for long term recall than lecture based learning. My training in undergraduate and medical school primarily involved lectures interspersed with case based learning sessions, and while they were helpful, it was certainly difficult to remember a lot of the basic science material I learned in my first year of med school by the time I entered my third year clinical clerkships.
Currently at the Boonshoft School of Medicine, we are undergoing a major curriculum revision based on the knowledge that students learn better when basic science material is presented to them in a real life patient context than in an isolated setting.
Suggestions for Implementation:
Here are some ways I have attempted to incorporate active learning in my teaching:
Team based learning sessions:
This is a teaching methodology requiring students to prepare in advance by reading materials assigned by faculty and using class time to apply the material in a real world scenario. Students are divided into teams of 5-6 students per team. Students take a graded multiple choice test at the beginning of class to ensure that they have prepared adequately for the session both individually and in their teams. The majority of the session is spent in solving challenging application exercises in their teams followed by a faculty led discussion of the problem.
Team based learning sessions:
This is a teaching methodology requiring students to prepare in advance by reading materials assigned by faculty and using class time to apply the material in a real world scenario. Students are divided into teams of 5-6 students per team. Students take a graded multiple choice test at the beginning of class to ensure that they have prepared adequately for the session both individually and in their teams. The majority of the session is spent in solving challenging application exercises in their teams followed by a faculty led discussion of the problem.
Peer Instruction or Think-Pair-Share sessions (using clickers):
The faculty create case vignette style short questions with multiple choice answers which are then projected in the classroom. The students initially click in their responses individually. If <80% of the class gets the question right individually, students pair up with a neighbor and discuss the question further. The team then answers the question again. Faculty only provide input if the students are unable to answer the question either individually or working with a colleague.
The faculty create case vignette style short questions with multiple choice answers which are then projected in the classroom. The students initially click in their responses individually. If <80% of the class gets the question right individually, students pair up with a neighbor and discuss the question further. The team then answers the question again. Faculty only provide input if the students are unable to answer the question either individually or working with a colleague.