Learner-Centered Teaching Activities for Environmental and Sustainability Studies
Learner-centered teaching is a pedagogical approach that emphasizes the roles of students as participants in and drivers of their own learning. Learner-centered teaching activities go beyond traditional lecturing by helping students construct their own un
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Learner-Centered Teaching Activities for Environmental and Sustainability Studies
Learner-Centered Teaching Activities for Environmental and Sustainability Studies
Loren B. Byrne Editor
Learner-Centered Teaching Activities for Environmental and Sustainability Studies
Editor Loren B. Byrne Roger Williams University Bristol, RI, USA
ISBN 978-3-319-28541-2 ISBN 978-3-319-28543-6 DOI 10.1007/978-3-319-28543-6
(eBook)
Library of Congress Control Number: 2016933668 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com)
For Kim and our frogs, fish, birds, and gardens, and with gratitude for all my teachers, mentors, and colleagues who have inspired, nurtured, and supported my love of learning and teaching.
Preface
I don’t recall exactly when I read Mary Ellen Weimer’s book Learner-Centered Teaching; I may have still been in graduate school or my first post-Ph.D. year as a visiting professor. However, I’m certain that reading this book was a seminal moment that will forever influence my teaching philosophy. Weimer’s premise resonated with me: “learner-centered teaching … represents an entirely new way of thinking about teaching and learning tasks and responsibilities. It is transformational” (2002, p. xxi). As a young teacher, her arguments were revolutionary for me as I hadn’t heard them before but found them to be immediately compelling and convincing. Now that I’ve had some experience putting the approach into practice, I can confidently echo her statement that learner-centered teaching is transformational. Overall, it is so dynamic and interactive that it can make lecturing feel dull and agonizing. Learner-centered thinking opens a door to more pedagogical creativity (as reflected by many of the activities in this book) that can lead t
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