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f e l l o w s marian gibney's project

I have always been interested in the process of learning, both from the point of view of the teacher as well as from the point of view of the learner. As an instructor, I am familiar with many techniques that are supposed to "enhance student learning." It seems as if there is a new wonder technique every few years. As I research these techniques, I usually find something in each one of them that I think will help me improve my teaching, but I am not sure they lead to an improvement in student learning.

This adds up to a very frustrating situation for me as an instructor. For my project, I intend to re-frame my thinking about teaching. While I believe that a study of the processes of teaching and learning is important, I find that as I study these processes, the question I really need to start with is: What do I really want students in my Introduction to Psychology courses to know? This seems to be a rather simplistic question because I want them to know the content of the course, but is that all? What about getting along with others in the class? What about finding out about psychology outside of class? What about application of the concepts after the class is over? What about a new appreciation of the field„perhaps even a liking for psychology? What about improved test-taking skills? What about better writing skills? What about those ubiquitous critical thinking skills? As I list all of these things, I realize that I can never achieve all of these in one semester. I need to examine which of these (or other goals) I think are most important for my focus. I also need to decide exactly what I mean when I say I want students to learn each of these things. How will I define those areas? How will I measure the outcomes?

As a second part of the project, I want to hear from the learners. What do they want to know when they get done with my course? What do they think is the best way for them to learn? What kinds of things do they want instructors to do to help them learn? What activities or techniques do they find to be helpful? Which do they find to be "fun, but not much use for learning," or "fun, and very helpful?" What kinds of things make them want to come to class? Which do they dread?

I am hoping that once I can identify what is important to me and what is important to my students, I can design my course to meet the needs of both. The potential outcome of this project would be a personal portfolio, in which I can identify, define, and measure outcomes of my own goals and activities as well as those of the students. In summary, I would like to engage in a study of the why, the what, and the how of my teaching and learning efforts.

see also
"Re-framing and Renewing a Learning Project" in the Spring 2000 Labyrinth/Forum.

f e l l o w s marian gibney's project