Moving from a teacher-centered classroom to a student-centered classroom creates a “teacher paradox,” because on the surface, the teacher appears to become the least important person in the classroom. But in transitioning from a “sage on the stage” to a “guide on the side” (while team teaching with a fleet of classroom computers), the teacher’s impact on the lives of the students is actually enhanced. How does one design units of instruction that are student-centered? Come and find out how one high school teacher has attempted to pull this off.
About the Author
Joe Ruhl has 40 years of experience teaching 9th-grade Biology at Jefferson High School in Lafayette, Indiana. He also teaches a second-year biology elective in Genetics and an independent projects course in Science Research, a course that allows students to work as research apprentices in laboratories at nearby Purdue University.
In addition to these roles, Dr. Ruhl loves encouraging audiences by presenting:
inspirational and motivational keynote addresses to K – 12 teachers.
inexpensive, creative teaching techniques and ideas to high school Biology and Genetics teachers
talks to church groups on the topic of harmony between evolutionary biology and biblical faith
The National Association of Biology Teachers named Joe Ruhl the Outstanding Biology Teacher of Indiana in 1987. In 1989 he was honored at the White House as Indiana’s recipient of the Presidential Award for Excellence in Science Teaching. In 1996 he received the Purdue University College of Science Distinguished Alumnus Award. In 2012 he was honored with the Shell National Science Teaching Award, presented to one science teacher in the U.S., and in 2017 he was one of five U.S. teachers inducted into the National Teachers Hall of Fame (another trip to the White House!)
Keynote 2: Student Choice (What Can Student-Directed Learning Look Like?)
Heritage 206
Moving from a teacher-centered classroom to a student-centered classroom creates a “teacher paradox,” because on the surface, the teacher appears to become the least important person in the classroom. But in transitioning from a “sage on the stage” to a “guide on the side” (while team teaching with a fleet of classroom computers), the teacher’s impact on the lives of the students is actually enhanced. How does one design units of instruction that are student-centered? Come and find out how one high school teacher has attempted to pull this off.
