ERIC Number: ED395709
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
Best Practices for the Learner-Centered Classroom: A Collection of Articles.
This collection of articles on the learner-centered classroom offers strategies that fall into the following five educational arenas: (1) integrated curricula; (2) thoughtful instruction; (3) active learning; (4) reflective transfer; and (5) authentic assessment. Section one presents an overview of natural, holistic, integrated curricula created through the use of 10 different structures or frames. It includes a discussion of thematic instruction and the critical role of teacher teams. Section two focuses on the concept of thoughtful instruction, and topics include higher order thinking, problem solving, three-story intellect, and multiple intelligences. The third section examines the ideas, or best practices, that drive active learning and includes ways that high school and college teachers can make their lectures more interactive. Section four focuses on the ultimate goal of education--reflective transfer for lifelong use. It profiles metacognitive approaches to learning, and includes strategies for teaching for transfer and a six-level prototype for assessing student transfer. The final section on authentic assessment discusses learning logs and portfolios, as well as ways to use Gardner's theory of multiple intelligences as expressive tools for assessing. The section closes with a look at seven different learners and their multiple intelligence profiles. Most of the articles contain references. (TJQ)
Descriptors: Active Learning, Classroom Environment, Classroom Techniques, Educational Strategies, Elementary Secondary Education, Integrated Curriculum, Multiple Intelligences, Performance Based Assessment, Student Centered Curriculum, Student Evaluation, Teacher Role, Teaching Methods
IRI/Skylight Training and Publishing, Inc., 2626 South Clearbrook Drive, Arlington Heights, IL 60005-4626 (Item Number 1334, $24.95 plus shipping).
Publication Type: Reports - Descriptive; Books
Education Level: N/A
Authoring Institution: N/A