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Learner-Centered Teaching: Putting the Research on Learning into Practice
Contributor(s): Doyle, Terry (Author)

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ISBN: 1579227422     ISBN-13: 9781579227425
Publisher: Routledge
OUR PRICE: $161.50  

Binding Type: Hardcover - See All Available Formats & Editions
Published: October 2011
Qty:
Additional Information
BISAC Categories:
- Education | Higher
- Education | Educational Psychology
Dewey: 370.154
LCCN: 2011016318
Physical Information: 0.8" H x 6.2" W x 9.1" L (0.85 lbs) 224 pages
Features: Bibliography, Illustrated, Index, Table of Contents
 
Descriptions, Reviews, Etc.
Publisher Description:
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.--Michael Harris, Chancellor and Professor of Public and Environmental Affairs, Education and Business, Indiana University

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 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 they would like to achieve in their teaching and the knowledge and strategies needed to make it happen.

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; addresses the affective concerns of students; uses proven approaches to improve student's comprehension and recall; and that calls for 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.

The presentation is informed by the questions and concerns raised by faculty from over sixty colleges with whom Terry Doyle has worked.

Contributor Bio(s): Zakrajsek, Todd D.: -

Todd D. Zakrajsek is an Associate Professor in the Department of Family Medicine at UNC-Chapel Hill, and Executive Director of the Academy of Educators in the School of Medicine. Prior to his work in the School of Medicine, Dr. Zakrajsek was the Executive Director of the Center for Faculty Excellence at University of North Carolina at Chapel Hill.

Before arriving at UNC, Dr. Zakrajsek was the Inaugural Director of the Faculty Center for Innovative Teaching at Central Michigan University and the founding Director of the Center for Teaching and Learning at Southern Oregon University, where he also taught in the psychology department as a tenured associate professor.

Dr. Zakrajsek currently directs six Lilly Conferences on College and University Teaching and Learning and sits on two educationally related boards: ERI for Lenovo Computer and TEI for Microsoft. Dr. Zakrajsek received his Ph.D. in Industrial/Organizational Psychology from Ohio University. He holds positions on editorial boards for several journals and has both published and presented widely on the topic of student learning, including workshops and conference keynote addresses in 42 states and 6 countries. Watch Todd's TED Talk here.

Doyle, Terry: - 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.
 
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