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Helping Students Learn in a
Learner Centered EnvironmentDeveloped for The University of Montevallo
by Professor Terry Doyle
Ferris state University
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Learning Outcomes
As a result of participating in todays activitiesfaculty will:
1. Take away rationales explaining why LCT is the best
approach to college instruction.
2. Have a clearer understanding of the skills students willneed to be successful learners in a LCT environment.
3. Take away strategies for teaching students the learning
skills and strategies they will need to be successful inLCT environment.
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Not a single grad school or employment
recruiter has ever indicated that what they arereally looking for in a college graduate is:
A great note taker and someone who isexcellent at multiple choice tests!
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A Key to Understanding Learner
Centered Teaching
It is the one who does the work
that does the learning
www.wmin.ac.uk/.../Students-working-together.jpg
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The Definition of Learning
Learning is a change
in the neuron-patterns of the brain.
(Ratey, 2002, Goldberg, 2001)
www.virtualgalen.com/.../ neurons-small.jpg
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A Teachers Definition of Learning
Learning is the ability to use information after
significant periods of disuse
and
it is the ability to use the information to solve problemsthat arise in a context different (if only slightly) from thecontext in which the information was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
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What is the optimal learning outcome of any course?
What would make us happy (from all that we
taughtthe skills, content and behaviors) that our
students remembered and could use six months
after they finished our class?
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A Definition of
Learner Centered Teaching
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Learner Centered Teaching
Each decision we make as teachers is basedon one simple question
Given the context of my teachingassignment (# of students, learningenvironment or physical space etc.), will
this teaching action optimize my studentsopportunities to learn?
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Why Learner
Centered Teaching isin our Students Best
Interest
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Students need to Know WHY
One of the most
important aspects of
being a learner
centered teacher is toremember teaching is,
in most ways, no
different than any other
human to humaninteraction
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If I dont know WHY you want me to work on
a project or learn a concept or ifI cant see
how taking on a certain task has some benefit
to me I am hesitant to do it.
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3 Key Rationales for Explaining the Change to LCT
1. The best answer toWHY we have changedto a learner-centered practice is this is where
the research has led us.
.
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WHY Learner Centered Teaching
New discoveries about how the human brain
learns and the subsequent recommendations
for how to teach in harmony with these
discoveries has guided the development of a
learner centered approach to teaching
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Rationales for Explaining the Change to LCT
The learning tasks we
are asking our students
to take on, which
require them to adoptnew learning roles and
responsibilities, are
based on what we now
know optimizes the waythe human brain learns.
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3 Key Rationales for Explaining the Change to LCT
2. Readiness for Careers
The rationale for teaching many of the learning skills,behaviors, attitudes and critical thinking strategies thatare now part of learner centered college courses isthat our students will need these skills to be successfulin their careers.
As students understand this their buy in to LCT will begreater.
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Rationales for Explaining the Change to LCT
3. Preparation for Life Long Learning(LLL)
One of the significant changes our students need to accept isthat college is no longer their terminal educationalexperience.
A college education gives students their learners permit.
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3. Preparation for Life Long
Learning(LLL)
Our responsibility as
college educators is to
prepare our students to
be life long learners.
Many of the LCT actions
we take are done to
develop LLL skills.
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Rationales for Explaining the Change to LCT
For Example
One of the reasons
students are beingasked to take on moreresponsibility for theirown learning is because
they will be responsiblefor it the rest of theirlives.
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LCT means Sharing Power with Students
Having choices in what and how to learn and having
some control over the learning process and
accepting the responsibility that comes with choice
and control is an authentic expression of how thework place and the home place operate.
It is excellent preparation for life after college.
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Eight Skill Areas
Students Will
Need Help withto Succeed in a
LCT Classroom
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1. Helping Students Learn How to Learn on their Own
There are two important
messages:
1.Many of our students are
not well prepared to do agreat deal of their learning
on their own.
2.I
f they are to develop theskills needed to learn on
their own we will have to
teach them these skills.
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Learning on Ones Own
The broad categories include the ability to
handle four areas of task management:
1. Task analysis
2. Identifying resources and planning actions
3. Taking action based on planning4. Assessing actions and revising plans. (adapted from work done at the University of Surrey, University Skills Program.
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Rationales for Having Students Learn on Their Own
It teaches them to figure things out for
themselves and trust their own analytical
abilities in order to complete a task.
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Rationales for Having Students Learn
on Their Own
It teaches them to
generate their own
questions about what is
important to know andwhat is not important
to completing the task.
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Rationales for Having Students Learn
on Their Own
It teaches them to
identify resources and
learn first hand which
methods ofinvestigation are helpful
and which are a waste
of time.
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Rationales for Having Students Learn
on Their Own
It teaches them how to
organize their findings
and prepareappropriate ways to
communicate their
results.
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Learning on Ones Own
But perhaps the most
valuable outcome of
learning on ones own is--
The satisfaction and
confidence that
comes whenstudents are
successful.
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Learning on Ones Own
When students realize
they are capable of
thinking for themselves,
and figuring out how tofind and use knowledge
to solve real world
problems, they grow in
confidence as learners.
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2. Learning to work with others
Knowing and learning arecommunal acts.
They require many eyes andears, many observationsand experiences. Theyrequire a continual cycle of
discussion, disagreement,and consensus over whathas been seen and what itall means (Parker Palmer, 1987 p. 24).
www.osucascades.edu/.../images/two_students.JPG
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Three Vital Questions
1.What do our students know about effectively working
with other students?
2. What have their previous experiences taught them
about how groups and teams work?
3. What concerns do they have about working with
others?
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A Rationale for Working with Others
The rationale for
students learning to
effectively work with
others is a simple oneif they cant learn to
do it fairly well their
career success may be
in jeopardy.
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A Rationale for Working with Others
Of the three main
modes our students use
to learn, writing,
reading and speaking--the one that is least
used is speaking (Nystrandand Gamoran ).
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A Rationale for Working with Others
Speaking is also the onewhich teachers most often
give students a pass on.
The irony of this is thatspeaking to others is one ofthe most important, if not
the most importantprofessional and personal
skill that students musthave for success.
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Some Advice for Faculty
Teachers like to talk andthey cant stand silenceso they fill it up withtalk!
However, the bestadvice for facilitating
students discussion isfor us to keep ourmouths shut!
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3. Helping Students take Charge of their Learning
As instructors we areconditioned to be incontrol of the learningprocess -- moving away
from that idea makesmany of usuncomfortable.
This uncomfortableness is
shared by our studentswhen we ask them totake more control of theirlearning.
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Some Good Reasons to Share Power.
1. Our students cannot
improve their abilities to be
more responsible for their
learning with out being
given greater responsibility
for it.
.
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Some Good Reasons to Share Power.
2. When students have
some control over how
they learn they can
discover their strengthsand weakness as
learners, a vital
metacognitive skill they
will need as life longlearners
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Some helpful reasons to share power.
3. The more control our
students take and the
more choices we can
offer them the greatertheir desire and
willingness to engage in
the learning process.
( Zull p.52)
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Some helpful reasons to share power.
4.When students make a
choice they also must
learn to live with that
choice. This is a verypowerful life lesson.
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Who Makes the Decision?
Teacher Students Together NA
1. Course Textbook
2. Number of exams
3. When in the course exams will be given
4. Attendance policy
5. Late work policy
6. Late for class policy
7. Course learning outcomes
8. Office hours
9. Due dates for major papers
10. Teaching methods/approaches
11. How groups are formed
12. Topic of writing or research projects
13. Grading scale
14. Discussion guidelines for large or smallgroup discussions
15. Rubrics for evaluation of self or peerswork
16. If rewriting of papers will be allowed
17. If retesting will be allowed
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Each decision we make about our teaching
sends some message to our students.
For Example
When we fail to maintain order in the
classroom the message is we dont really care
about their learning.
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When we share power with our students by offering
learning choices the message is:
We trust their judgment.
We trust them to act in
ways that are in their bestinterest.
We believe they will makedecisions that are in thebest interest of the wholecommunity of learners.
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Let Students Teach Each Other
Teaching others requires
the person doing the
teaching to thoroughly
understand the knowledge
or skill sets being taught.
Teaching others promotes
deep learning for the
student doing the teaching.www.csulb.edu/depts/chls/images/MorenodiceLat...
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Teaching Students how to Teach
OthersLearning benefits:
1. Students must determinehow best to learn about theassigned or chosen topic.
2. Students must locate andevaluate sources of
information that arecredible
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Teaching Students how to Teach
Others
3. Students must seek out
resource people on
campus and around the
world via the Internet.
4. Students will need to
spend some face to face
time with the course
instructor.
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Teaching Students how
to Teach Others
4. Having students teach
promotes independent
learning and the taking on
of increased responsibility
for their own learning.
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Learning from the Other Side of the
Desk
A positive outcome of
students teaching each
other is that the
students will gain anincreased appreciation
for the effort and skills
that we (their
teachers)must displayto effectively teach
them.
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5.Helping Students with Presentations and
Performance Assessments
Your work will be made public!
www.uog.edu/dns/NSF/mbCl_files/image004.jpg
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By making work public
1. Take their work more
seriously.
2. Adds more accountabilityfor their work .
3. Take more time and care in
preparing their work.
4. Allows for additional
audiences to assess our
students work.
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Your work will be made public!
Letting others see and
hear our students
ideas, solution orfindings represents an
authentic model of how
information is used,
studied and evaluated.
www.iowasenatedemocrats.org
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Making Presentations
Rationales for usingpresentations
For a presentation to beeffective students must
know their informationvery well.
Presentations will drivestudents to engage more
thoroughly with thematerial leading todeeper learning.
www.fortlewis.edu/.../Quintana-Yates.JPG
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Making Presentations
Presentations enhance
the development of our
students organization
and communication skills.
Students must consider
what structure or pattern
will make the informationeasiest for their audience
to understand. www.usyd.edu.au/.../visiting%20professors.JPG
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Making Presentations
Presentations can alsohelp to improve thecomfort levels ofstudents that strugglewith public speaking.
Our classrooms shouldbe among the safestplaces to practice thisvery important careerenhancing skill.
www.uog.edu/dns/NSF/mbCl_files/image002.jpg
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Making Presentations
Presentations are an
authentic expression of
what professionals do
all the time.
Ideas are of little value
to if they are not
shared.
www.csuchicoag.org/.../C05AGRI1for%20website.JPG
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Performance Assessment
We can teach students
how to do math, do
history and do science,
not just knowthem.
(Jon Mueller)
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6.Helping Students Become Life Long Learners
An undergraduate
degree clearly is just a
starting point.
It is their learners permit
lifelonglearning.cqu.edu.au/.../lllc-2008.gif
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Teaching LLL Skills
By age 38 today's
college students will
change employers or
change occupationswhile working for the
same employer 10-14
times
( U S. Department of Labor, 2008)
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Helping Students to Understand the Need to
Learn LLL Skills
Eighty percent of all thescientists who have everlived are alive today and
every minute they add2000 pages to humansscientific knowledge.
Nearly a million newbooks were published lastyear (International Association ofLibraries).
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India and China
In India and China alone
there are 600 million
honor students who
will be seeking thesame high paying jobs
as our graduates.
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Metacognitive Skills and LLL
Metacognitive skills areamong the most importantLLL skills.
Metacognition consist oftwo basic processesoccurring simultaneously:monitoring your progress asyou learn, and making
changes and adapting yourstrategies if you perceiveyou are not doing so well.(Winn & Snyder, 1998)
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Metacognitive Skills and LLL
Metacognitive skills
include:
taking conscious controlof learning,
planning and selecting
strategies,
monitoring the progressof learning,
correcting errors,
analyzing the
effectiveness of learning
strategies,
and changing learning
behaviors and strategies
when necessary( Ridley D.S. Schultz, PS, Glanz, R.S and
Weinstein, CA 1992).
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7. Helping Students Recognize What They Know, Dont Know
and Misunderstand
Students range of priorknowledge, skills, beliefsand concepts significantlyinfluence what they noticeabout the environment andhow they organize andinterpret it.
This, in turn, affects their
abilities to remember,reason, solve problems andacquire new knowledge.(Bransford, et. al. p.10)
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7. Helping Students Recognize What They Know, Dont Know
and Misunderstand
If the only learning tool
our students have is
memorization thaneverything we teach
them will likely be seen
as something to be
memorized.
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7. Helping Students Recognize What They Know, Dont Know and
Misunderstand
We need to do a greatdeal of checking.
Preexistingunderstandings amongcollege age and olderstudents often persisteven after new models
have been taught thatcontradict their naveunderstandings. (Bransford et.al.p.16)
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7. Helping Students Recognize What They Know, Dont Know and
Misunderstand
We need to ask our
students to tell us what
they have learned in
their own words, usingexamples and
analogies.
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7. Helping Students Recognize What They Know, Dont Know and
Misunderstand
Even our brightest students
filter the new course
material through their own
prior knowledge and may
arrive at conclusions
different from what we
intended.
If we dont check
we wont know
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7. Helping Students Recognize What They Know, Dont Know and
Misunderstand
We must create activities
and conditions that allow
our students thinking to be
revealed.
Formative feedback helps
learners identify gaps that
exist between their desired
goal and their currentknowledge, understanding.(Ramaprasad, 1983; Sadler, 1989).
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7. Helping Students Recognize What They Know, Dont Know and
Misunderstand
The most helpful type
of feedback provides
specific comments
about errors andspecific suggestions for
improvement (Bangert-Drowns,Kulick, & Morgan, 1991; Elawar & Corno, 1985).
FEEDBACK
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7. Helping Students Recognize What They Know, Dont Know and
Misunderstand
Make certain that
students are using the
feedback they have
been given.
Expect to see the
improvements in their
future work.
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8.Helping Students to EvaluateThemselves, Others and the
Teacher
Friend to Groucho Marx:
Life is difficult!
Marx to Friend: Compared
to what?
imagecache2.allposters.com/images/pic/CLASS/1. ..
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Student Self-evaluation
Self-evaluation is definedas students judging thequality of their work,based on evidence and
explicit criteria, for thepurpose of doing betterwork in the future (Rolheiserand Ross, 1999).
d lf l i
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Student Self-evaluation
When we teach
students how to assess
their own progress, and
when they do so againstknown and challenging
quality standards, a
great deal of learning
can take place.
S d S lf l i
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Student Self-evaluation
Self-evaluation is a
potentially powerful
technique because of its
impact on studentperformance through
enhanced self-efficacy
and increased intrinsic
motivation (Rolheiser and Ross,1999).
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Peer Evaluation
The reason to involve
students in peer
evaluation is that it is awin-win situation for
both the reviewer and
the one receiving the
feedback.
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Peer Evaluation
Those receiving the
feedback discover theaccuracy of their self
assessment.
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Peer Evaluation
The reviewer benefits by developing abilities
to recognize good work from bad work, frame
feedback in clear and helpful ways and deliver
feedback in a positive manner.
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How to Do Peer Evaluation
Peers should focus theirfeedback on a fewimportant aspects ofthe work.
Using a rubric or set ofquestions that focusesthe peer review processwill improve thefeedback.
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Seeking Students' Feedback
Ask students three questions
1. What do you like about thecourse and courseinstruction?
2. What would you changeabout the course or courseinstruction?
3.W
hat could you do to makethe learning in this coursebetter for you and yourpeers?
A t f l i t
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Are your out of class assignments
doing what you want them to do?
When giving a
homework assignment
ask students to tell you
if the assignment wasuseful in helping them
understand and learn
the material.
www.spl.surrey.bc.ca/NR/rdonlyres/2ABACBB7-A6...
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References
Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques, 2ndEdition.San Fransisco: Jossey-Bass
Bjork, R.A. (1994). Memory and Metamemory Considerations in the Training ofHuman Beings. In J. Metcalfe and A. Shimamura (Eds.) Metacognition: Knowing
About Knowing. (pp. 185-205). Cambridge, MA: MIT Press.
Givens, Barbara, Teaching to the Brains Natural Learning Systems, ASCDPublications, 2002.
Ratey, John.A Users Guide to the Brain. Pantheon Books, New York, 2001.
Sousa, David. How the Brain Learns, 2ndEdition. Ed 2001 Corwin Press, INC,Thousand Oaks, CA
Doyle, Terry. Helping Students Learn in a Learner Centered Environment: A Guideto Teaching in Higher Education. 2008.Stylus, Sterling, Virginia
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References
Rethinking Teaching in Higher Education, Edited by Alenoush Saroyan, CherylAmundsen, Stylus Pub.2004
Sprenger, Marilee. How to Teach so Students Remember. ASCD Publication, 2005.
Sylwester, Robert.A Celebration of Neurons: An Educators Guise to the Human
Brain. ASCD Publication, 1995. Zull, James. (2002), The Art ofChanging the Brain. Sterling, Virginia: Stylus
Publishing.
Tagg, John. The Learning Paradigm College. Anker Publishing , Bolton MA 2003
Covington, M. V. (2000) Goal , theory motivation and school achievement: AnIntegrated reviewin Annual Review of Psychology ( pp 171-200)
Dweck, Carol ( 2000) Self Theories: Their roles in motivation, personality anddevelopment. Philadelphia, PA Psychology Press
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References
How People Learn by National Research Council editor John Bransford,NationalResearch Council, 2000
Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,OxfordUniversity Press: 2001
Ratey, J. MD :A Users Guide to the Brain, Sprenger, M. Learning and Memory TheBrain in Action by, ASCD, 1999
Pantheon Books: New York, 2001
Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain.New York, NY, Grosset/Putnam
Damasio AR: Fundamental Feelings.Nature 413:781, 2001.
Damasio AR: The Feeling ofWhat Happens: Body and Emotion in the Making ofConsciousness, Harcourt Brace, New York, 1999, 2000.
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References
Weimer, Maryellen, 2002, Learner Centered Teaching, Jossey Bass, San Francisco.
Smith, Peter, 2004. The Quiet Crisis; How Higher Education is Failing America,
Anker Publishing, Bolton MA
(Barbara L. Mcombs & Jo Sue Whistler, The Learner-CenteredClassroom & School,
1997)