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 |
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| 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 |
| 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). |
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| ISSN: | 1931-4744 |
