Download Learner-Centered Teaching Activities for Environmental and by Loren B. Byrne PDF

By Loren B. Byrne

Learner-centered instructing is a pedagogical technique that emphasizes the jobs of scholars as individuals in and drivers in their personal studying. Learner-centered instructing actions transcend conventional lecturing by way of aiding scholars build their very own figuring out of data, boost abilities through hands-on engagement, and inspire own mirrored image via metacognitive projects. moreover, learner-centered lecture room techniques may possibly problem scholars’ preconceived notions and extend their considering through confronting them with thought-provoking statements, projects or eventualities that make them pay nearer cognizance and cognitively “see” an issue from new views. many varieties of pedagogy fall below the umbrella of learner-centered educating together with laboratory paintings, staff discussions, carrier and project-based studying, and student-led study, between others. regrettably, it is usually impossible to exploit a few of these priceless tools in all path events given constraints of cash, house, teacher services, class-meeting and teacher training time, and the provision of ready lesson plans and fabric. therefore, an important problem for lots of teachers is the way to combine learner-centered actions largely into their classes.

The huge objective of this quantity is to aid boost environmental schooling practices that aid raise scholars’ environmental literacy. Having a various selection of learner-centered educating actions is mainly necessary for supporting scholars strengthen their environmental literacy simply because such methods can assist them attach extra individually with the fabric hence expanding the probabilities for changing the affective and behavioral dimensions in their environmental literacy. This quantity differentiates itself from others via delivering a special and numerous selection of school room actions which could aid scholars boost their wisdom, talents and private perspectives approximately many modern environmental and sustainability concerns. ​ ​ ​

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2014). For learning to occur, students must decide that they want to learn and intentionally activate their brain cells (Handelsmen et al. 2007). Although instructors can help initiate this, learning is dependent on the learner’s willingness to purposefully engage (Blumberg 2009). In other words, “learning is not something done to students, but rather something students themselves do” (Ambrose et al. 2010, p. 3). From this constructivist view, the primary (and ultimate) responsibility for learning shifts to the student, giving deeper meaning to the phrase “learner centered”—the student’s brain is literally the center of the learning process (Weimer 2002).

Other chapters in this volume that relate to the noted connections are highlighted to guide readers to additional relevant content and references. 8. Electronic Supplementary Materials. Contributing authors have been very generous in sharing resources associated with their teaching activities that enable their quick and easy adoption, including student worksheets, lists of additional background references, detailed instructor guides, example presentation slides, clickable links for online content (videos, articles), and answer keys.

Indeed, for each individual instructor, the biggest challenge may be the ongoing work of finding an individualized approach that “works”—that comfortably resolves the many challenges in context of all the other demands on one’s time. I wish I could provide lots of specific, detailed advice about how to respond to the challenges described above, but I don’t think that’s remotely possible. I haven’t found solutions that are applicable across all my own courses and semesters (which vary widely), much less the unimaginable range of others’ situations.

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