Stylus Publishing (VA) Learner-Centered Teaching: Putting the Research on Learning into Practice

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 UniversityThis 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. Review Learner Centered Teaching is inexpensive, concise, clearly written with several visual aids that summarize key points, and grounded in scientific research and the author's extensive experience. The work provides both food for thought and very specific points for advice for the teacher seeking to improve student learning.--David A. Bosworth, The Catholic University of America "Teaching Theology & Religion" (7/17/2013 12:00:00 AM)"Doyle's latest book offers new and compelling contributions to the literature on learner-centered teaching (LCT). Drawing on research from neuroscience, biology, and cognitive psychology, his topics include convincing students to do the work, using authentic learning, sharing power, teaching to all senses, and emphasizing patterns, repetition, and exercise. A final chapter convinces others to embrace LCT. Doyle's relevant examples include his own conversion as a reading teacher. His clear explanations lead to practical classroom applications."--Barbara J. Millis (6/1/2011 12:00:00 AM)"In this new volume Doyle provides a research-based rationale for learner-centered teaching practices. Drawing on current research on neuroscience, biology, cognitive psychology and evolutionary biology, as well as his own teaching experiences that span several decades, he provides a wealth of practical applications, synthesizing the research for us and presenting it in his characteristic easy style and humor. Doyle demonstrates how learner-centered pedagogy optimizes student learning potential. Those new to learner-centered theory as well as those who have already embraced the concepts, will benefit from this book."--Roxanne Cullen, co-author of Leading the Learner-Centered Campus and Professor of English (5/1/2011 12:00:00 AM)A research-based defense of a pedagogical approach that offers an alternative to the teacher-centered lecture model of instruction.-- "The Chronicle of Higher Education" (12/16/2011 12:00:00 AM)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. Doyle leaves no room for doubt regarding the need to adopt learner-centered practices.--Michael Harris, Chancellor and Professor of Public and Environmental Affairs, Education and Business (8/1/2011 12:00:00 AM) A