Learner Centered Teaching
Putting the Research on Learning into Practice

Foreword by Todd Zakrajsek
Cloth: 978 1 57922 742 5
Price: $95.00  
Published: October 2011  

Paper: 978 1 57922 743 2
Price: $26.00  
Published: October 2011  

Ebook: 978 1 57922 745 6
Price: $20.99   About E-Books
Published: July 2012  

Lib Ebook: 978 1 57922 744 9
Price: $95.00   About Library E-book
Published: July 2012  

Publisher: Stylus Publishing
224 pp., 6" x 9"
figures
This book presents the research-based case that Learner Centered Teaching (LCT) offers the best means to optimize student learning in college, and offers examples and ideas for putting it into practice, as well the underlying rationale. It also starts from the premise that many faculty are much closer to being learner centered teachers than they think, but don’t have the full conceptual understanding of the process to achieve its full impact. There is sometimes a gap between what we would like to achieve in our teaching and the knowledge and strategies needed to make it happen.

LCT keeps all of the good features of a teacher-centered approach and applies them in ways that are in better harmony with how our brains learn. It, for instance, embraces the teacher as expert as well as the appropriate use of lecture, while also offering new, effective ways to replace practices that don’t optimizing student learning.

Neuroscience, biology and cognitive science research have made it clear that it is the one who does the work who does the learning. Many faculty do too much of the work for their students, which results in diminished student learning.

To enable faculty to navigate this shift, Terry Doyle presents an LCT-based approach to course design that draws on current brain research on cognition and learning; on addressing the affective concerns of students; on proven approaches to improve student’s comprehension and recall; on transitioning from “teller of knowledge” to a “facilitator of learning”; on the design of authentic assessment strategies – such as engaging students in learning experiences that model the real world work they will be asked to do when they graduate; and on successful communication techniques.

The presentation is informed by the questions and concerns raised by faculty from over sixty colleges with whom Terry Doyle has worked; and on the response from an equal number of regional, national and international conferences at which he has presented on topics related to LCT.

Table of Contents:
ACKNOWLEDGMENTS

FOREWORD
Todd Zakrajsek

INTRODUCTION

1. FOLLOW THE RESEARCH

2. GETTING STUDENTS TO DO THE WORK

3. THE POWER OF AUTHENTIC LEARNING

4. FROM LECTURER TO FACILITATOR
5. WHO ARE OUR LEARNERS AND HOW DO WE GET TO KNOW THEM BETTER?

6. SHARING CONTROL AND GIVING CHOICES

7. HOW TEACHERS CAN FACILITATE STUDENT DISCUSSIONS BY NOT TALKING

8. TEACHING TO ALL THE SENSES

9. PATTERNS
A Major Element in Effective Teaching and Learning

10. REPETITION AND ELABORATION

11. IS A REVOLUTION COMING?
Movement, Exercise, and Learning

12. GETTING OTHERS TO EMBRACE LEARNER-CENTERED TEACHING

APPENDIX

REFERENCES

INDEX


Reviews & Endorsements:
"Learner Centered Teaching is inexpensive, concise, clearly written with several visual aids that summarize key points, and grounded in scientific research and the author's extensive experience. The work provides both food for thought and very specific points for advice for the teacher seeking to improve student learning."
- David A. Bosworth, The Catholic University of America , Teaching Theology & Religion
"A research-based defense of a pedagogical approach that offers an alternative to the teacher-centered lecture model of instruction."
- The Chronicle of Higher Education
Related Titles by Subject:
See Teaching & Learning ( Higher Education )