Learner-Centered Teaching: Putting the Research on Learning into Practice

225 Pages·2011·8.073 MB·English

by  Terry Doyle

LEARNER-CENTERED TEACHING

LEARNER-CENTERED
TEACHING
Putting the Research on Learning Into Practice
Terry Doyle
Foreword by Todd Zakrajsek
STERLING, VIRGINIA
copyright(cid:2)2011by
styluspublishing,llc.
PublishedbyStylusPublishing,LLC
22883QuicksilverDrive
Sterling,Virginia20166-2102
Allrightsreserved.Nopartofthisbookmaybereprinted
orreproducedinanyformorbyanyelectronic,mechanical
orothermeans,nowknownorhereafterinvented,including
photocopying,recordingandinformationstorageand
retrieval,withoutpermissioninwritingfromthepublisher.
LibraryofCongressCataloging-in-PublicationData
Doyle,Terry,1951-
Learner-centeredteaching:puttingtheresearchon
learningintopractice/TerryDoyle;forewordbyTodd
Zakrajsek.
p. cm.
Includesbibliographicalreferencesandindex.
ISBN978-1-57922-742-5(cloth:alk.paper)
ISBN978-1-57922-743-2(pbk.:alk.paper)
ISBN978-1-57922-744-9(librarynetworkablee-edition)
ISBN978-1-57922-745-6(consumere-edition)
1.Student-centeredlearning. 2.Activelearning.
3.Effectiveteaching. I.Title.
LB1027.23.D69 2011
370.15(cid:2)4—dc23 2011016318
13-digitISBN:978-1-57922-742-5(cloth)
13-digitISBN:978-1-57922-743-2(paper)
13-digitISBN:978-1-57922-744-9(librarynetworkable
e-edition)
13-digitISBN:978-1-57922-745-6(consumere-edition)
PrintedintheUnitedStatesofAmerica
Allfirsteditionsprintedonacid-freepaper
thatmeetstheAmericanNationalStandardsInstitute
Z39-48Standard.
BulkPurchases
Quantitydiscountsareavailableforuseinworkshops
andforstaffdevelopment.
Call1-800-232-0223
FirstEdition,2011
10 9 8 7 6 5 4 3 2 1
For Jessica and Brendan,
my two lovers of learning!
This page intentionally left blank
CONTENTS
ACKNOWLEDGMENTS ix
FOREWORD xi
ToddZakrajsek
1
INTRODUCTION
1. 7
FOLLOW THE RESEARCH
2. 21
GETTING STUDENTS TO DO THE WORK
3. 31
THE POWER OF AUTHENTIC LEARNING
4. 51
FROM LECTURER TO FACILITATOR
5
.
WHO ARE OUR LEARNERS AND HOW DO WE GET TO
63
KNOW THEM BETTER?
6. 77
SHARING CONTROL AND GIVING CHOICES
7
.
HOW TEACHERS CAN FACILITATE STUDENT
89
DISCUSSIONS BY NOT TALKING
8. 107
TEACHING TO ALL THE SENSES
9. 123
PATTERNS
AMajorElementinEffectiveTeachingandLearning
10. 137
REPETITION AND ELABORATION
11. 151
IS A REVOLUTION COMING?
Movement,Exercise,andLearning
12
.
GETTING OTHERS TO EMBRACE LEARNER-CENTERED
161
TEACHING
vii
viii CONTENTS
173
APPENDIX
177
REFERENCES
195
INDEX
ACKNOWLEDGMENTS
I
want to begin by thanking my amazing wife, Professor Julie Doyle, for
the endlesshours she listenedto me asI talkedabout what Iwas trying
to do in this book. I also want to thank her for the many suggestions
shegave,especiallyinchapter5,onhowtobuildrelationshipswithstudents
thatleadtobetterlearning.Thisisanareawheresheisanexpert.
I want to thankthe hundreds of faculty members Ihave talked with on
campuses and at conferences over the past 15 years as I worked to become a
morelearner-centeredteacher.Theirquestions,insights,andsupportformy
work inspired me to write this book. I want to thank all of my friends at
LILLY, especially Milt Cox, Laurie Richland, Gregg Wentzell, Jim Eisner,
Barbara Millis, and Ron Berk, who have shared their ideas about teaching
and learningwith me.In particular, Iwant toacknowledge myfriend Todd
Zakrajsek,whowrotetheforewordtothisbook.
I want to thank Michael Graham Richard for allowing me to use his
fine work on mindset in chapter 5, Robert Barkman for allowing me to use
his excellent work on patterns in chapter 9, and Marilyn Lombardi for her
workonauthenticlearningthatappearsinchapter3.
I am particularly grateful to my editor Karyn Bledsoe for her outstand-
ing work in helping me to be clear and concise as I worked to explain my
ideas about teaching and learning, and to John von Knorring at Stylus for
providing me an outlet to share my ideas about learner-centered teaching
withthehighereducationcommunity.
Finally, I want to thank Ferris State University for granting me the
sabbatical leave that allowed me to complete this book in a timely manner
and my many students, who give me inspiration and from whom I have
learnedsomuchabouthowtobealearner-centeredteacher.
ix