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200 10$aLearner-centered teaching$b[electronic resource] $eputting the research on learning into practice /$fTerry Doyle ; foreword by Todd Zakrajsek
205   $a1st ed.
210   $aSterling, Va. $cStylus Pub.$d2011
215   $a1 online resource (225 p.)
300   $aDescription based upon print version of record.
311   $a1-57922-742-2 
320   $aIncludes bibliographical references and index.
327   $aFollow the research -- Getting students to do the work -- The power of authentic learning -- From lecturer to facilitator -- Who are our learners and how do we get to know them better? -- Sharing control and giving choices -- How teachers can facilitate student discussions without talking -- Teaching to all the senses -- Patterns: a major element in effective teaching and learning -- Repetition and elaboration are the keys to recall -- Is a revolution coming? movement, exercise, and learning -- Getting others to embrace LCT.
330   $aThis 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. LCT keeps all of
606   $aStudent-centered learning
606   $aActive learning
606   $aEffective teaching
615  0$aStudent-centered learning.
615  0$aActive learning.
615  0$aEffective teaching.
676   $a370.15/4
700   $aDoyle$b Terry$f1951-$01507093
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910785554203321
996   $aLearner-centered teaching$93737561
997   $aUNINA