Developing learner-centered teaching a practical guide for faculty /
Furkejuvvon:
| Váldodahkki: | |
|---|---|
| Searvvušdahkki: | |
| Eará dahkkit: | |
| Materiálatiipa: | Elektrovnnalaš E-girji |
| Giella: | eaŋgalasgiella |
| Almmustuhtton: |
San Francisco :
Jossey-Bass,
c2009.
|
| Preanttus: | 1st ed. |
| Fáttát: | |
| Liŋkkat: | An electronic book accessible through the World Wide Web; click to view |
| Fáddágilkorat: |
Eai fáddágilkorat, Lasit vuosttaš fáddágilkora!
|
Sisdoallologahallan:
- Foreword / Maryellen Weimer
- Transforming teaching to be more learner-centered
- Introduction
- Understanding the rubrics
- Tools for facilitating change and assessment
- The five dimensions of learner-centered teaching
- The function of content
- The role of the instructor
- The responsibility for learning
- The purposes and processes of assessment
- The balance of power
- Discussion and conclusion
- Can all courses be learner-centered?
- Strategies for overcoming obstacles and resistance
- Conclusions
- Appendix A : glossary of terms
- Appendix B : rubrics, planning for transformation exercise, and the documentation to support the selected status form
- Appendix C : development of the rubrics.