Learner-Centered Teaching

This book presents the research-based case that Learner Centered Teaching (LCT) offers the best means to optimize student learning in college, and offers examples and ideas for putting it into practice, as well the underlying rationale. It also starts from the premise that many faculty are much closer to being learner centered teachers than they think, but don’t have the full conceptual understanding of the process to achieve its full impact. There is sometimes a gap between what we would like to achieve in our teaching and the knowledge and strategies needed to make it happen.LCT keeps all of the good features of a teacher-centered approach and applies them in ways that are in better harmony with how our brains learn. It, for instance, embraces the teacher as expert as well as the appropriate use of lecture, while also offering new, effective ways to replace practices that don’t optimizing student learning.Neuroscience, biology and cognitive science research have made it clear that it is the one who does the work who does the learning. Many faculty do too much of the work for their students, which results in diminished student learning.To enable faculty to navigate this shift, Terry Doyle presents an LCT-based approach to course design that draws on current brain research on cognition and learning; on addressing the affective concerns of students; on proven approaches to improve student’s comprehension and recall; on transitioning from “teller of knowledge” to a “facilitator of learning”; on the design of authentic assessment strategies – such as engaging students in learning experiences that model the real world work they will be asked to do when they graduate; and on successful communication techniques.The presentation is informed by the questions and concerns raised by faculty from over sixty colleges with whom Terry Doyle has worked; and on the response from an equal number of regional, national and international conferences at which he has presented on topics related to LCT.

"Learner Centered Teaching is inexpensive, concise, clearly written with several visual aids that summarize key points, and grounded in scientific research and the author's extensive experience. The work provides both food for thought and very specific points for advice for the teacher seeking to improve student learning."--David A. Bosworth, The Catholic University of America "Teaching Theology & Religion" (7/17/2013 12:00:00 AM), "This book is essential reading for everyone in higher education. Doyle has marshaled the evidence that proves the effectiveness of learner-centered pedagogy, and he has presented that research in a very accessible and engaging style. Doyle leaves no room for doubt regarding the need to adopt learner-centered practices."--Michael Harris, Chancellor and Professor of Public and Environmental Affairs, Education and Business (8/1/2011 12:00:00 AM), "Doyle's latest book offers new and compelling contributions to the literature on learner-centered teaching (LCT). Drawing on research from neuroscience, biology, and cognitive psychology, his topics include convincing students to do the work, using authentic learning, sharing power, teaching to all senses, and emphasizing patterns, repetition, and exercise. A final chapter convinces others to embrace LCT. Doyle's relevant examples include his own conversion as a reading teacher. His clear explanations lead to practical classroom applications."--Barbara J. Millis (6/1/2011 12:00:00 AM), "In this new volume Doyle provides a research-based rationale for learner-centered teaching practices. Drawing on current research on neuroscience, biology, cognitive psychology and evolutionary biology, as well as his own teaching experiences that span several decades, he provides a wealth of practical applications, synthesizing the research for us and presenting it in his characteristic easy style and humor. Doyle demonstrates how learner-centered pedagogy optimizes student learning potential. Those new to learner-centered theory as well as those who have already embraced the concepts, will benefit from this book."--Roxanne Cullen, co-author of Leading the Learner-Centered Campus and Professor of English (5/1/2011 12:00:00 AM)

Terry Doyle is the Chief Instructor for Faculty Development and Coordinator of the New Faculty Transition Program for the Faculty Center for Teaching and Learning at Ferris State University. He has worked with faculty on 30 campuses across the country on how to develop a learner centered teaching practice and has spoken at over fifty national, international, and regional conferences on topics of teaching and learning over the past eight years. He is a regular featured presenter at Lilly conferences. He is a Professor of Reading and Learning Disabilities at Ferris State where he has taught for the past 30 years. Todd D. Zakrajsek is an Associate Professor in the Department of Family Medicine at UNC-Chapel Hill, and Executive Director of the Academy of Educators in the School of Medicine. Prior to his work in the School of Medicine, Dr. Zakrajsek was the Executive Director of the Center for Faculty Excellence at University of North Carolina at Chapel Hill. Before arriving at UNC, Dr. Zakrajsek was the Inaugural Director of the Faculty Center for Innovative Teaching at Central Michigan University and the founding Director of the Center for Teaching and Learning at Southern Oregon University, where he also taught in the psychology department as a tenured associate professor. Dr. Zakrajsek currently directs six Lilly Conferences on College and University Teaching and Learning and sits on two educationally related boards: ERI for Lenovo Computer and TEI for Microsoft. Dr. Zakrajsek received his Ph.D. in Industrial/Organizational Psychology from Ohio University. He holds positions on editorial boards for several journals and has both published and presented widely on the topic of student learning, including workshops and conference keynote addresses in 42 states and 6 countries. Watch Todd's TED Talk here.