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ERIC Number: ED490737
Record Type: Non-Journal
Publication Date: 2004-May
Pages: 10
Abstractor: Author
Efficiency at the Center of Learning and Teaching
Goff-Kfouri, Carol Ann
Online Submission
The purpose of this article was to clarify the seemingly contrary philosophies of learner centered and teacher centered teaching approaches. First, the benefits of both approaches are described. Examples of ways in which teacher centered classes using thoughtful questioning techniques or focused lectures enhance learning are presented. The necessity for authentic material to develop student skills in a learner centered activity is also emphasized. The second section demonstrates how instructors can improve their teaching and increase student learning by combining both teacher and learner centered approaches in the initiation to research paper writing module of a freshman English course and the improved student participation and benefit from an argumentative writing class. Qualitative results suggest that both students and instructor were more motivated and benefited from their class time. When an instructor emphasizes what a student must DO during a class session with what the instructor must also DO rather than emphasizing methodology from a purely structured point of view, learning should take place. Educators need to worry less about the classification of their teaching methodology and stress more on the practicality and desired outcomes of the activities they use to meet their teaching objectives (2 activity sheets).
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A