Author

Contributions

  • John Tagg (Foreword) - Contributor

Publication

2008-03-01 - Stylus Pub.

Language

English

Word Count

64,000 words, Guess

Page Count

256 pages

Physical Format

Paperback

Identifiers

and 6 more
  • LibraryThing6293123
  • Goodreads6166079
  • Library of Congress Control Number2007038267
  • OCLC Control Number173299071
  • Better World Books9781579222222
  • Open LibraryOL12271492M

Classifications

  • LCCLB2331.D66 2008
  • LCCLB2331 .D66 2008

Description

From the Publisher: Before entering higher education, most students' learning experiences have been traditional and teacher-centered. Their teachers have typically controlled their learning, with students having had little say about what and how to learn. For many students, encountering a learner-centered environment will be new, possibly unsettling, and may even engender resistance and hostility. Taking as his starting point students' attitudes toward, and unfamiliarity with, learner-centered classrooms, Terry Doyle explains that motivating students to engage with this practice first of all requires explaining its underlying rationale, and then providing guidance on how to learn in this environment. This book is about how to help students acquire the new skills and knowledge they need to take on unfamiliar roles and responsibilities. It is informed by the author's extensive experience in managing learner-centered classes, and by his consultation work with faculty. The first four chapters focus on the importance of imparting to students the evidence and underlying philosophy that is driving higher education to move from a teacher-centered to a learner-centered practice, and what this means for students in terms of having control over, and making important choices about, their learning. The final eight chapters focus on how to impart the skills that students need to learn or hone if they are to be effective learners in an environment that is new to them. The book covers such practices as learning on one's own; creating meaningful learning when collaborating with others; peer teaching; making presentations; developing life long learning skills; self and peer evaluation; and give meaningful feedback. This book provides a rich and informative answer to the fundamental question: how do I help my students adjust to a learner-centered practice?

Subjects

Other Editions

  • Helping Students Learn in a Learner-Centered Environment: A Guide to Facilitating Learning in Higher EducationPaperbackStylus Pub.2008-03-01

Similar Books

Reader Reviews

No reviews yet for this book.

Be the first to share your thoughts!