Learner-Centered Teaching: Five Key Changes to PracticeIn this second edition of the classic work Learner-Centered Teaching, Maryellen Weimer—one of the nation’s most highly regarded authorities on effective college teaching—offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom. This thoroughly revised and updated edition includes the most current examples of practice in action from a variety of disciplines and contains new information on the research support for learner-centered approaches. Weimer also includes a more in-depth discussion of how students’ developmental issues influence the effectiveness of learner-centered teaching. Learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone. The book also offers well-researched advice for educators who want to transition to a learner-centered approach in their classrooms and identifies the steps to take to put into place learner-centered policies and practices. Learner-Centered Teaching provides a theoretical foundation for the learner-centered approach and outlines a positive way to improve teaching. |
From inside the book
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... once were. This is a book for beginners, as well. It presents lots of experiences of other beginners — you can learn from us, including from our mistakes — and it offers advice on getting started, including identification of specific ...
... Once I discovered these things, I felt vindi- cated. What was happening in my classroom wasn't some sort of fluke. Students were responding as they did for good reasons— but that's not where my story begins. The next section contains my ...
... once the date passed, that assignment could not be turned in. The first couple of days, students were totally confused. I remember a conversation with one about whether the exams were required. “ They must be required. If the tests are ...
... , experimenting, heavy lifting, and spectacular results, once the smoke started reliably ascending the chimney. And downstairs in the workshop a second incarnation of Noah's Lark is taking 14 Learner-Centered Teaching.
... once told me that the toughest challenge teaching deficient writers was persuading them that they could indeed write. How can you write if you don't have the ability? Some of these beliefs we see in ourselves. I am no good with ...