This book is about how to help students acquire the new skills and knowledge they need to take on unfamiliar roles and responsibilities. This book provides a rich and informative answer to the fundamental question: how do I help my students adjust to a learner-centered practice?.
This book is about how to help students acquire the new skills and knowledge they need to take on unfamiliar roles and responsibilities. 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 an author, nationally recognized educational consultant and Professor Emeritus of Ferris State University where he taught for 38 years. From 1998 to 2009 he served as the Senior Instructor for Faculty Development.Terry has shared his work on ways to use neuroscience, biology, and cognitive science research to develop a learner centered approach to teaching and training with the U.S. military, police agencies, medical and veterinary colleges and some 400 universities and colleges around the world for the past 25 years. He also has given hundreds of keynote addresses at regional, national and international conferences around the world.He is the author or co-author of seven books dealing with the application of neuroscience findings about how the brain learns and how to teach and train in harmony with the brain. Terry is the CEO of Learner Centered Teaching Consultants and D&M Consultants-The New Science of Business. John Tagg is Associate Professor of English at Palomar College in San Macros, California, and author of The Learning Paradigm College.
Inhaltsangabe
Foreword Acknowledgements Introduction 1. Optimizing Students' Learning 2. Why Students Resist Learner-Centered Teaching 3. Creating Relevance for a Learner-Centered Practice 4. Putting Students' Learning into the Context of Current Learning Theory 5. Promoting Independent Learning 6. Communication Skills for Working With Peers 7. Helping Students Take Charge of Their Learning 8. When Students Teach One Another 9. Presentations and Performance Assessments 10. Becoming Lifelong Learners 11. Helping Students Recognize What They Know, Don't Know, and Misunderstand 12. Student Evaluations-Themselves, Others, and the Teacher Appendix A. Research Report Writing and Reading Assignments Report Writing Appendix B. Problem-Solving Process Appendix C. Feedback Rubric Appendix D. Sample Rubrics Appendix E. Student Background Questionnaire Appendix F. Websites on Learning How to Give Effective Criticism References Index.
Foreword Acknowledgements Introduction 1. Optimizing Students' Learning 2. Why Students Resist Learner-Centered Teaching 3. Creating Relevance for a Learner-Centered Practice 4. Putting Students' Learning into the Context of Current Learning Theory 5. Promoting Independent Learning 6. Communication Skills for Working With Peers 7. Helping Students Take Charge of Their Learning 8. When Students Teach One Another 9. Presentations and Performance Assessments 10. Becoming Lifelong Learners 11. Helping Students Recognize What They Know, Don't Know, and Misunderstand 12. Student Evaluations-Themselves, Others, and the Teacher Appendix A. Research Report Writing and Reading Assignments Report Writing Appendix B. Problem-Solving Process Appendix C. Feedback Rubric Appendix D. Sample Rubrics Appendix E. Student Background Questionnaire Appendix F. Websites on Learning How to Give Effective Criticism References Index.
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