Simulations can be powerful active learning experiences. In the social sciences and humanities they can provide a kind of “lab-like” experience, often not a part of these courses. Finding good simulation exercises is a challenge in some fields and integrating them into the content and objectives of the course requires careful planning and execution. However, this extra work is justified given what a good simulation can accomplish in class. Check out these benefits listed in an excellent article on simulations.
Posts Tagged ‘learner-centered teaching’
Teaching for Transformative Learning
Posted Friday, July 23rd, 2010 by Maryellen WeimerPicking up where we left off on the previous post, so how do teachers intentionally teach for transformative learning? And how do they do that, given the fact that a teacher cannot make (as in require or force) students have a learning experience that changes what they believe, how they think, or how they act? [...]
Teaching—More than a Set of Skills
Posted Thursday, July 15th, 2010 by Maryellen WeimerRonald J. Markert captures the “more” in a set of principles. The context is medical education, but the principles he proposes are broadly applicable. Here’s a sample.
A good teacher wants to be a good teacher—“Teaching has to be its own reward.” (p. 809) Reward and recognition are fine, but they cannot provide the motivation necessary [...]
Paradigm Shifts
Posted Tuesday, May 11th, 2010 by Maryellen WeimerI just received a copy of Michael Harris and Roxanne Cullen’s new book, Leading the Learner-Centered Campus. I’ll be writing more about it in the newsletter. When I first reviewed this manuscript, there was one idea that struck me as being so insightful and on target. It’s what these authors say about the now common [...]
