BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Learner-Centered Teaching

Putting the Research on Learning into Practice

Paperback
October 2011
9781579227432
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  • Publisher
    Stylus Publishing
  • Published
    17th October 2011
  • ISBN 9781579227432
  • Language English
  • Pages 224 pp.
  • Size 6" x 9"
  • Images figures
$27.50
Hardback
October 2011
9781579227425
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  • Publisher
    Stylus Publishing
  • Published
    24th October 2011
  • ISBN 9781579227425
  • Language English
  • Pages 224 pp.
  • Size 6" x 9"
  • Images figures
$125.00
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July 2012
9781579227449
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  • Publisher
    Stylus Publishing
  • Published
    27th July 2012
  • ISBN 9781579227449
  • Language English
  • Pages 224 pp.
  • Size 6" x 9"
  • Images figures
$125.00
E-Book
July 2012
9781579227456
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  • Publisher
    Stylus Publishing
  • Published
    27th July 2012
  • ISBN 9781579227456
  • Language English
  • Pages 224 pp.
  • Size 6" x 9"
  • Images figures
$20.99

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.

"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

"This book is essential reading for everyone in higher education. Doyle has marshaled the evidence that proves the effectiveness of learner-centered pedagogy, and he has presented that research in a very accessible and engaging style. Doyle leaves no room for doubt regarding the need to adopt learner-centered practices."

Michael Harris, Chancellor and Professor of Public and Environmental Affairs, Education and Business - , Indiana University

“Doyle’s latest book offers new and compelling contributions to the literature on learner-centered teaching (LCT). Drawing on research from neuroscience, biology, and cognitive psychology, his topics include convincing students to do the work, using authentic learning, sharing power, teaching to all senses, and emphasizing patterns, repetition, and exercise. A final chapter convinces others to embrace LCT. Doyle’s relevant examples include his own conversion as a reading teacher. His clear explanations lead to practical classroom applications.”

Barbara J. Millis - , The University of Texas at San Antonio

“In this new volume Doyle provides a research-based rationale for learner-centered teaching practices. Drawing on current research on neuroscience, biology, cognitive psychology and evolutionary biology, as well as his own teaching experiences that span several decades, he provides a wealth of practical applications, synthesizing the research for us and presenting it in his characteristic easy style and humor. Doyle demonstrates how learner-centered pedagogy optimizes student learning potential. Those new to learner-centered theory as well as those who have already embraced the concepts, will benefit from this book.”

Roxanne Cullen, co-author of Leading the Learner-Centered Campus and Professor of English - , Ferris State University

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

Terry Doyle

Terry Doyle is the Chief Instructor for Faculty Development and Coordinator of the New Faculty Transition Program for the Faculty Center for Teaching and 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.