Learner-Centered Teaching

Praise for Maryellen Weimer's Inspired College Teaching &quote;The thoughtfulness, personalization, and consideration Maryellen Weimer demonstrates in discussing the experience of faculty members, her ability to identify issues that are shared and solvable, and her suggestions and solutions to commonly experienced stressors and difficulties in college teaching are major strengths of this volume. . . . In a way, it is a 'workshop between book covers' or perhaps several workshops!&quote; Laura L. B. Border, director, Graduate Teacher Program and Collaborative Preparing Future Faculty Network, University of Colorado at Boulder &quote;A book by Maryellen Weimer always displays her wonderful grasp of the literature on college teaching and learning, her ability to tell good stories, and her wit and wisdom. This one is no exception.&quote; Nancy Van Note Chism, professor, Indiana University School of Education, Indiana University-Purdue University Indianapolis Praise for Enhancing Scholarly Work on Teaching and Learning &quote;In her characteristically research-based, direct, and practical style, Maryellen Weimer provides a much-needed guide, critique, and road map of the scholarship of teaching and learning. Weimer's new book will be of use to teachers, researchers, and administrators alike and nicely complements her Learner-Centered Teaching and Classroom Research, by Cross and Steadman.&quote; Thomas A. Angelo, director, University Teaching Development Centre, Victoria University of Wellington, New Zealand &quote;Yet again, Maryellen Weimer has made a perfectly timed contribution to the pursuit of excellence in teaching and learning. Enhancing Scholarly Work on Teaching and Learning does indeed shed clarifying light on the exciting new emphasis on scholarly approaches to teaching. In her distinctively conversational and clear style, Dr. Weimer maps out the nature of pedagogical literature how to read it and how to contribute to it. . . . This book is the perfect next step in the journey to understand the benefits of scholarly teaching.&quote; Gary Poole, director, Centre for Teaching and Academic Growth; founding director, Institute for the Scholarship of Teaching and Learning, University of British Columbia

Autorentext

MARYELLEN WEIMER is a well-known writer, speaker, and proponent of effective teaching practices with more than thirty-five years of experience. She was the director of the Instructional Development Program at Pennsylvania State University for ten years and served as associate director at the National Center on Postsecondary Teaching, Learning, and Assessment. The editor of The Teaching Professor, a monthly newsletter on college teaching, Weimer is also the author of numerous books, including Inspired College Teaching and Enhancing Scholarly Work on Teaching and Learning.

Klappentext

In this second edition of the classic work Learner-Centered Teaching, Maryellen Weimerone of the nation's most highly regarded authorities on effective college teachingoffers 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.

Inhalt
Preface to the Second Edition vii

Acknowledgments xiii

The Author xiv

PART ONE: FOUNDATIONS OF THE LEARNER-CENTERED APPROACH 1

1. Learner-Centered Teaching: Roots and Origins 3

2. Research: Evidence That Learner-Centered Approaches Work 28

PART TWO: THE FIVE KEY CHANGES TO PRACTICE 57

3. The Role of the Teacher 59

4. The Balance of Power 88

5. The Function of Content 114

6. The Responsibility for Learning 143

7. The Purpose and Processes of Evaluation 168

PART THREE: IMPLEMENTING THE LEARNER-CENTERED APPROACH 197

8. Responding to Resistance 199

9. Taking a Developmental Approach 218

APPENDIXES 239

1. Syllabus and Learning Log Entries for Speech Communications 100A 239

2. Resources That Develop Learning Skills 249

References 259

Name Index 275

Subject Index 279