The chapters provide lesson plans as well as practical advice on how to shift one’s teaching away from teacher-centered methods, such as lecturing, to more effectively engage students in their own learning. Chapters describe evidence-based teaching practices informed by a rich literature on the Scholarship of Teaching and Learning that emphasizes the value of active inquiry in fostering student learning and development. How We Teach Now provides an accessible introduction to student-centered teaching methods that aim to create varied learning opportunities for students to develop liberal arts and professional skills (such as critical thinking, oral and written communication, collaboration and teamwork) in addition to discipline-specific content knowledge. The Confucian method, on the other hand, embodies effortful, pragmatic and respectful learning, and the acquisition of essential knowledge (Tweed & Lehman, 2002). The Socratic method of learning is characteristic of the questioning of beliefs, the evaluation of others' knowledge along with a high esteem for self-generated knowledge, and the focus on error to evoke doubt. Introduction The Confucian and Socratic models can be seen as representing two ends of the learning continuum within individuals. This paper outlines ways in which a language-learning classroom, organized to focus on learners, can help to promote engagement which can in turn lead to improved student reflection on their classroom roles, and ultimately in their performance and acquisition of skills. Research shows that learning is an active, not a passive process and that students learn best and retain more by actively doing. Thus, it can be used as a means of assessing student engagement with course material since many instructors interpret student responses as evidence of active engagement. Class participation and interaction can provide instructors with some confidence that learning is taking place during a course and that students are coming to class prepared, having read and completed homework assignments. Participation serves to encourage the development of a variety of skills and the acquisition of knowledge through a more active form of student-centered learning. Student participation is often an important component of university courses whereby a part of the total grade calculation includes its evaluation.
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