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Learner-Centered Teaching: Five Key Changes to Practice 1st Edition

4.6 out of 5 stars 21 customer reviews
ISBN-13: 978-0787956462
ISBN-10: 0787956465
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Editorial Reviews

Review

"By staying with the book the reader will discover the book's value as a guide to the current literature about learning and teaching." (Teachers College Record, 1/13/04)

"Expertly written by Maryellen Weimer 'Learner Centered Teaching' is an invaluable resource..." (The Midwest Book Review, August 2003)

From the Back Cover

In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
Learner-Centered Teaching also offers well researched advice for educators who want to transition to a learner-centered approach in their classrooms and
  • Identifies the steps to take to put into place learner-centered policies and practices
  • Provides a theoretical foundation for the learner-centered approach
  • Outlines a positive way to improve teaching
Throughout the book, Weimer clearly illustrates the difference between teacher-centered and learner-centered instruction and offers practical strategies for creating learner-centered courses.
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Product Details

  • Hardcover: 288 pages
  • Publisher: Jossey-Bass; 1 edition (July 8, 2002)
  • Language: English
  • ISBN-10: 0787956465
  • ISBN-13: 978-0787956462
  • Product Dimensions: 6.2 x 0.9 x 8.9 inches
  • Shipping Weight: 1.2 pounds
  • Average Customer Review: 4.6 out of 5 stars  See all reviews (21 customer reviews)
  • Amazon Best Sellers Rank: #514,550 in Books (See Top 100 in Books)

Customer Reviews

Top Customer Reviews

By T. Hooper on August 7, 2006
Format: Hardcover Verified Purchase
These days the trend in education has been to shift the focus of classes from the teachers to the students. The idea is that by taking responsibility for their own education and by learning by doing and working with others, students will be able to learn skills that will stay with them for the rest of their lives. On the other hand, teacher-centered lectures will only cause the students to cram for exams and quickly forget what they learned as soon as the exams are finished. This book offers an easy to read guideline for shifting your class to a learner-centered environment. The author has done a good job in writing a practical text. It's not weighed down with too many discussions of research and theory. Instead, the author presents her ideas through her own experiences and the experiences of other teachers. This makes it very easy to follow her recommendations as they have been tested and tried in a classroom setting rather than in an academic journal.

If you're looking for a scholarly work, this may not be what you're looking for, but if you want an easy-to-read practical guide to implementing learner-centered teaching practices, then this is perfect. One more thing, this book was written by and primarly for those who are teaching in university. With some adjustments, you may be able to use the recommendations in this book in a high school setting as well.
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Format: Hardcover
Expertly written by Maryellen Weimer (Associate Professor of Teaching and Learning, Berks-Lehigh Valley College, Pennsylvania State University), Learner-Centered Teaching: Five Key Changes To Practice is an invaluable resource for college and university educators concerning the learner-centered teaching approach that takes into account what, how, where, and what conditions under which students are learning. Individual chapters convincingly address implementation and fine-tuning adjustments to adopting the learner-centered teaching style, and the appendices include a syllabus, sample learning log, and more. A very useful and well-researched approach, Learner-Centered Teaching is an important and strongly recommended addition to Educational Reference collections and Classroom Instruction reading lists.
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Format: Hardcover
This book not only makes the very strong case for a shift from teacher-centered to learner-centered instruction, it provides a road map for how to achieve that shift in both the classroom and the entire academic institution. It is an excellent book for both faculty and administrators in higher education.
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Format: Kindle Edition Verified Purchase
I have been using Dr. Weimer's approach in my college courses for the past two years. My students are completely invigorated. Time and time again they say (and I have this in writing, too) that for the first time they feel empowered and in charge of their education. I'm constantly "wowed" by their responses and improved work ethic. My students have earned more "A" grades than previous semesters. I thought "maybe my point cut-offs are too low?" For Spring 2012, I raised the point levels and the students responded by working even harder and still earning A"s. For example, in my Western Lit course, to achieve an A, a student would have to choose to write over 22 pages (that's typed) of essays on topics related to the reading. They would have taken at minimum 5 tests and a midterm, read at least 5 books and participated in class discussions, activities and reviews. I vary my teaching methods between lecture/presentation, group work, and individual work.

Some reviewer here really missed the point of students working on class participation policy -- that's the best idea ever. We spend two class periods at the beginning of the semester in discussion about participation. About 95% of the students agree that professors always say (on syllabus or in class) that "participation counts" or "participation will be x% of your grade," but they never explain exactly what participation is or how they're going to grade it. My students create standards, which you'd be surprised are not wishy washy or loose. When asked to chime in, they are serious about their education and want a classroom that supports their learning. Every single class, on their own (without me saying a word) has outlawed cell phones and texting. Doesn't mean they don't slip up, but they have clear ideas about standards.
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Format: Kindle Edition Verified Purchase
Once again, Professor Weimer has struck a nerve in higher education, pointing out where we need to make changes to facilitate excellent education in our colleges. It is on the "must read" list for the faculty with whom I work in our Quality Enhancement Program to promote Critical Academic Literacy. The cites she gives of current and developing research are invaluable as support for the changes she recommends and my list of relevant items to read grows with every page in her book.
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Format: Hardcover Verified Purchase
Although this book was written in an academic style, I liked the blend of theory and practice. The book is well-documented with relevant and current research.The teaching resources in Appendix One and Two were very helpful.
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Format: Hardcover
I recently took a class featuring the book Learner-Centered Teaching: Five Key Changes to Practice (Yeah, another five-stage model!) by Maryellen Weimer. It addresses flaws in didactic-style teaching methods, often called “chalk and talk” or “maps and chaps”, in which teachers get to be the rock stars to their captive audience (at least in their own minds.) It also echoes the concerns of my friends and family who see modern classroom education as creating compliance and passivity more than it promotes students learning how to become their own teachers.

Frankly, I love this book. It uses hands-on studies and first-hand anecdotes, laced with a lot of humility on the part of the author. The reasons behind the theory in this book are factual and attributed. Where her teaching theory is based on anecdotes, is incomplete, or where the author is not sure what an outcome really means, she simply says so. The result is that her assertions are believable.

Many of the ideas in here we hear echoed in ideas like Constructivism, Non-Violent Communication, “Teal”, and other trends. But this book avoids pop psychology, armchair anthropology, loaded language, and sectarian symbolism. The underlying thought work appears to be pure, factual, peer-reviewed research. Most importantly, it points out that the primary goal of education is not to enforce memorization, but to teach learners how to learn and ultimately become the guardians of their own education.
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