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Reader's Response: Learning about Learning--Moving beyond a Teacher-Centered Approach

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Title: Reader's Response: Learning about Learning--Moving beyond a Teacher-Centered Approach
Language: English
Authors: Lesser, Lawrence M.
Source: International Journal for the Scholarship of Teaching and Learning. Jul 2013 7(2).
Availability: Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Peer Reviewed: Y
Page Count: 4
Publication Date: 2013
Document Type: Journal Articles
Opinion Papers
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Reader Response, Lecture Method, College Faculty, College Students, Classroom Techniques, Active Learning
ISSN: 1931-4744
Abstract: Two articles in the January 2013 issue address the need for teachers to focus on student learning rather than on what the teacher does (Scoufis, 2013) and make learning the object of inquiry (Cerbin, 2013). A big part of making this happen is reducing or eschewing lecture that is one-directional and one-dimensional. This often means that teachers must overcome many habits, biases, or misconceptions about lecture. Like many (if not most) professors, I began my teaching career as a strictly-by-the-book lecturer and have gradually over time worked through my own limitations and prejudices to incorporate more and more active learning strategies, such as classroom voting (Lesser, 2011) or liberating structures such as 1-2-4-whole (Lipmanowicz & McCandless, 2010).
Abstractor: As Provided
Number of References: 7
Entry Date: 2017
Accession Number: EJ1135234
Database: ERIC
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  Data: Reader's Response: Learning about Learning--Moving beyond a Teacher-Centered Approach
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Lesser%2C+Lawrence+M%2E%22">Lesser, Lawrence M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>International Journal for the Scholarship of Teaching and Learning</i></searchLink>. Jul 2013 7(2).
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  Data: Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
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  Data: Two articles in the January 2013 issue address the need for teachers to focus on student learning rather than on what the teacher does (Scoufis, 2013) and make learning the object of inquiry (Cerbin, 2013). A big part of making this happen is reducing or eschewing lecture that is one-directional and one-dimensional. This often means that teachers must overcome many habits, biases, or misconceptions about lecture. Like many (if not most) professors, I began my teaching career as a strictly-by-the-book lecturer and have gradually over time worked through my own limitations and prejudices to incorporate more and more active learning strategies, such as classroom voting (Lesser, 2011) or liberating structures such as 1-2-4-whole (Lipmanowicz & McCandless, 2010).
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  Data: As Provided
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  Data: 7
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  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1135234
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1135234
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 4
    Subjects:
      – SubjectFull: Reader Response
        Type: general
      – SubjectFull: Lecture Method
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Active Learning
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