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Helping Students Learn in a Learner-Centered Environment A Guide to Facilitating Learning in Higher Education

ISBN-10: 1579222226
ISBN-13: 9781579222222
Edition: 2008
List price: $26.00 Buy it from $4.00
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Description: 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  More...

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Book details

List price: $26.00
Copyright year: 2008
Publisher: Stylus Publishing, LLC
Publication date: 9/15/2008
Binding: Paperback
Pages: 216
Size: 5.75" wide x 9.00" long x 0.50" tall
Weight: 0.946
Language: English

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's 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?

Terry Doyle is the Chief Instructor for Faculty Development and Coordinator of the New Faculty Transition Program for the Faculty Center for Teaching & Learning at Ferris State University. He has worked with faculty on 30 campuses across the country on how to develop a learner centered teaching practice and has spoken at over fifty national, international, and regional conferences on topics of teaching and learning over the past eight years. He is a regular featured presenter at Lilly conferences. He is a Professor of Reading and Learning Disabilities at Ferris State where he has taught for the past 30 years.

Foreword
Acknowledgements
Introduction
Optimizing Students��� Learning
Why Students Resist Learner-Centered Teaching
Creating Relevance for a Learner-Centered Practice
Putting Students��� Learning into the Context of Current Learning Theory
Promoting Independent Learning
Communication Skills for Working With Peers
Helping Students Take Charge of Their Learning
When Students Teach One Another
Presentations and Performance Assessments
Becoming Lifelong Learners
Helping Students Recognize What They Know, Don���t Know, and Misunderstand
Student Evaluations--Themselves, Others, and the Teacher
Research Report Writing and Reading Assignments Report Writing
Problem-Solving Process
Feedback Rubric
Sample Rubrics
Student Background Questionnaire
Websites on Learning How to Give Effective Criticism
References
Index

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