Table Of ContentTable of Contents
Cover
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Title BUTUH LENGKAP HUB
Copyright
Tables, Exhibits, Figures, and Boxes
Dedication
Foreword
Preface
Rationale for This Book
Scope of This Book
Purposes of This Book
Audience
Overview of the Book
Getting the Most Out of This Book
Acknowledgments
The Author
Part One: Transforming Teaching to Be More Learner-
Centered
Chapter 1: Introduction
Why Instructor-Centered Approaches Are Not Very Effective
Resistance to Learner-Centered Approaches
Case Study: A Course That Became Learner-Centered
Widespread Support for Learner-Centered Teaching
Educational and Psychological Research Supports Learner-
Centered Teaching
The Five Dimensions of Learner-Centered Teaching
Contrasts Between Instructor-Centered and Learner-
Centered Approaches
An Incremental Approach
Moving from Instructor-Centered to Learner-Centered
Teaching
Chapter Summary
Chapter 2: Understanding the Rubrics
Reading the Rubrics
A Closer Look
Notes on Interpreting the Rubric Levels
Guidelines for Using the Rubrics
Chapter Summary
Chapter 3: Tools for Facilitating Change and Assessment
Using the Rubrics to Begin the Transformation Process
Using the Rubrics in a Formal Assessment
Using Rubrics to Determine the Status of Educational
Programs
Using Rubrics as an Assessment Tool for Teaching Dossiers
Supporting Your Rubrics Determinations
Chapter Summary
Part Two: The Five Dimensions of Learner-Centered
Teaching
Suggested Process for Transformation
Case Example: Psychology 101
Chapter 4: The Function of Content
The Function of Content Components
Content as an End and a Means to an End
Analysis of the Psych 101 Course for the Function of Content
Transforming the Psych 101 Course to Be More Learner-
Centered
Chapter Summary
Chapter 5: The Role of the Instructor
The Role of the Instructor Components
Analysis of the Psych 101 Course for the Role of the
Instructor
Transforming the Psych 101 Course to Be More Learner-
Centered
Chapter Summary
Completing the Role of the Instructor Rubric for Your
Course
Planning for Transformation
Chapter 6: The Responsibility for Learning
Needed: Proactive Development of Responsibility for
Learning Skills
Components of the Responsibility for Learning
The Responsibility for Learning Analysis of the Psych 101
Course
Transforming the Psych 101 Course to Be More Learner-
Centered
Chapter Summary
Completing the Responsibility for Learning Rubric for Your
Course
Planning for Transformation
Chapter 7: The Purposes and Processes of Assessment
The Components of the Purposes and Processes of
Assessment
Analysis of the Psych 101 Course for the Purposes and
Processes of Assessment
Transforming the Psych 101 Course to Be More Learner-
Centered
Chapter Summary
Completing the Purposes and Processes of Assessment
Rubric for Your Course
Planning for Transformation
Chapter 8: The Balance of Power
The Components of the Balance of Power Dimension
Analysis of the Psych 101 Course for the Balance of Power
Transforming the Psych 101 Course to Be More Learner-
Centered
Review of All Suggested Changes to the Psych 101 Course
Chapter Summary
Completing the Balance of Power Rubric for Your Course
Planning for Transformation
Part Three: Discussion and Conclusion
Chapter 9: Can All Courses Be Learner-Centered?
Model One: The Relationship Between Course
Characteristics and Specific Learner-Centered Components
Model Two: A Developmental, Curriculum-Wide Approach
to Becoming Learner-Centered
Chapter Summary
Chapter10: Strategies for Overcoming Obstacles and Resistance
Potential Obstacles to Becoming a Learner-Centered
Teacher
Strategies for Overcoming Obstacles and Resistance
Chapter Summary
Chapter11: Conclusion
A Comprehensive System for Transformation
A Multipurpose Assessment Tool
A Final Word
References
Appendix A: Glossary
Appendix B: Rubrics, Planning for Transformation Exercise, and
Documentation to Support the Selected Status Form
Using the Rubrics as a Tool to Begin the Transformation
Process
Using the Rubrics to Assess an Educational Program or to Place
in a Teaching Dossier
Appendix C: Development of the Rubrics
Development Cycle
Selection of Order of Dimensions
Index
End User License Agreement
List of Tables
Chapter 1: Introduction
TABLE 1.1 Contrasts Between Instructor-Centered and Learner-
Centered Approaches for the Pharmacy Management Course.
TABLE 1.2 Contrasts Between Instructor-Centered and
Learner-Centered Approaches on Each of the Five Dimensions
of Learner-Centered Teaching.
TABLE 1.3 Incremental Transitions from Instructor-Centered
to Learner-Centered Teaching on the Level to Which Students
Engage in Their Learning.
TABLE 1.4 Incremental Transitions from Instructor-Centered
to Learner-Centered Teaching on One Component of Each of
the Five Dimensions of Learner-Centered Teaching.
TABLE 1.5 The Rubric for the Role of the Instructor Dimension
of Learner-Centered Teaching.
Chapter 2: Understanding the Rubrics
TABLE 2.1 The Rubric for the Function of Content Dimension
of Learner-Centered Teaching.
TABLE 2.2 Component 3 of the Function of Content
Dimension.
TABLE 2.3 Example of Quantitative Gradations on a Row of a
Rubric.
TABLE 2.4 A Guide to Interpreting Quantitative Gradations on
the Rubrics.
TABLE 2.5 Example of Qualitative Gradations on a Rubric.
TABLE 2.6 Example of Gradations Involving Subcriteria on a
Rubric.
TABLE 2.7 Where Students Learn and Use Information
Literacy Skills in an Occupational Therapy Curriculum.
TABLE 2.8 The Development and Use of Information Literacy
Skills During an Occupational Therapy Curriculum.
TABLE 2.9 Comprehension Check on the Rubrics.
Chapter 4: The Function of Content
TABLE 4.1 The Rubric for the Function of Content Dimension
of Learner-Centered Teaching.
TABLE 4.2 Level to Which Students Engage in Content.
TABLE 4.3 Use of Organizing Schemes.
TABLE 4.4 Use of Content to Facilitate Future Learning.
TABLE 4.5 Ratings (in bold) for the Psych 101 Course on the
Function of Content Dimension.
Chapter 5: The Role of the Instructor
TABLE 5.1 The Rubric for the Role of the Instructor Dimension
of Learner-Centered Teaching.
TABLE 5.2 Alignment of Levels of Objectives, Teaching or
Learning Methods, and Assessment Methods.
TABLE 5.3 Alignment of Levels of Objectives, Teaching or
Learning Methods, and Assessment Methods in the Psych 101
Course.
TABLE 5.4 Ratings for the Psych 101 Course on the Role of the
Instructor Dimension.
TABLE 5.5 Alignment of Levels of Objectives, Teaching or
Learning Methods, and Assessment Methods of Your Course.
Chapter 6: The Responsibility for Learning
TABLE 6.1 The Rubric for the Responsibility for Learning
Dimension of Learner-Centered Teaching.
TABLE 6.2 Ratings for the Psych 101 Course on the
Responsibility for Learning Dimension of Learner-Centered
Teaching.
Chapter 7: The Purposes and Processes of Assessment
TABLE 7.1 The Rubric for the Purposes and Processes of
Assessment Dimension of Learner-Centered Teaching.
TABLE 7.2 Examples of Types of Activities for Which Peer and
Self-Assessments Are Appropriate.
TABLE 7.3 Ratings for the Psych 101 Course on the Purposes
and Processes of Assessment Dimension.
Chapter 8: The Balance of Power
TABLE 8.1 The Rubric for the Balance of Power Dimension of
Learner-Centered Teaching.
TABLE 8.2 Ratings for the Psych 101 Course on the Balance of
Power.
TABLE 8.3 Summary of Low-Risk Changes Along with the
Components They Would Influence.
TABLE 8.4 Suggested Changes with Potential for Great Impact
on Student Learning and the Learner-Centeredness of the
Psych 101 Course.
Chapter 9: Can All Courses Be Learner-Centered?
TABLE 9.1 Components Relevant to Course Planning or
Implementation Considerations with Less Motivated, Less
Mature, and Nontraditional Students.
TABLE 9.2 Learner-Centered Instructors Will Explicitly Teach
How to Use These Components to Less Motivated, Less Mature,
and Nontraditional Students.
TABLE 9.3 Components Relevant to Course Planning or
Implementation Considerations with Different Levels of
Courses.
TABLE 9.4 Components That Learner-Centered Instructors
Will Explicitly Teach How to Use in Different Levels of Courses.
TABLE 9.5 The Unique Relationships Among Components and
Content.
TABLE 9.6 Development of the Balance of Power Dimension for
Z
Zappin, R.
