Chapter 12: Getting Others to Embrace Learner-Centered Teaching.
This chapter clarifies the arguments by giving strong support to
LCT and explains the actions to defend LCT. Those who oppose LCT have little knowledge about it. Doyle explains how to educate these people.
The author starts by describing that there are three groups of
people who will always show resistant to LCT. These are: Administrators, Colleagues and Students.
Administrators evaluate the teaching without having any knowledge of LCT. This will result in an instructor scoring low grades in the evaluation. Colleagues, who hold higher positions in issues like promotion, fear that one day they will have to change into LCT. Since they have very little knowledge about it, they will always resist. Students resist because they are used to the traditional teaching and feel that they are doing a lot of work. They feel that the instructor is not teaching them (U.S Department of Education, 2001).
What Should We Do to Promote LCT?
Suggestions on how to defend yourself and promote LCT among administrators, colleagues and students are: Obligation to Research, Teaching Portfolio, Discussion and Training (Doyle, 2011, p.164). Students should be taught that in LCT, they are given a lot of work to because they will be responsible for their learning the rest of their lives.
LCT not only prepares students to be lifelong learners but also teaching them how to learn in their own, how to learn from others, how to find and use resources, how to determine what is important to know and what is not and also how to share the ideas with others face to face (Doyle, 2011,p.169).
This final chapter is concluded with a simple message: why administrators, colleagues and students should know the reason why we need to use LCT method in order to improve our learning.
LCT and explains the actions to defend LCT. Those who oppose LCT have little knowledge about it. Doyle explains how to educate these people.
The author starts by describing that there are three groups of
people who will always show resistant to LCT. These are: Administrators, Colleagues and Students.
Administrators evaluate the teaching without having any knowledge of LCT. This will result in an instructor scoring low grades in the evaluation. Colleagues, who hold higher positions in issues like promotion, fear that one day they will have to change into LCT. Since they have very little knowledge about it, they will always resist. Students resist because they are used to the traditional teaching and feel that they are doing a lot of work. They feel that the instructor is not teaching them (U.S Department of Education, 2001).
What Should We Do to Promote LCT?
Suggestions on how to defend yourself and promote LCT among administrators, colleagues and students are: Obligation to Research, Teaching Portfolio, Discussion and Training (Doyle, 2011, p.164). Students should be taught that in LCT, they are given a lot of work to because they will be responsible for their learning the rest of their lives.
LCT not only prepares students to be lifelong learners but also teaching them how to learn in their own, how to learn from others, how to find and use resources, how to determine what is important to know and what is not and also how to share the ideas with others face to face (Doyle, 2011,p.169).
This final chapter is concluded with a simple message: why administrators, colleagues and students should know the reason why we need to use LCT method in order to improve our learning.