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ERIC Number: EJ864341
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: As Provided
Reference Count: 4
ISBN: N/A
ISSN: ISSN-1812-9129
Empowering Students to Think Deeply, Discuss Engagingly, and Write Definitively in the University Classroom
Singleton, Ann; Newman, Kenneth
International Journal of Teaching and Learning in Higher Education, v20 n2 p247-250 2009
A typical college classroom is often pictured with the professor talking for several hours while students frantically try to write down everything that is said. This type of classroom has traditionally produced surface learning and has done little to promote learning that lasts. Do university classrooms have to be professor driven? Can university classrooms become engaging and facilitate student learning? What does a learner-centered classroom look like at the university level? The authors of this paper will explore effective strategies for making this shift to learner-centered university classrooms. Strategies include the use of an essential question for a course, a taxonomy of comprehension for class discussion, and writing activities. Specific university classroom examples are included.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A