Interactive Student Centered Learning: A Cooperative Approach to Learning

by Edward Spooner

Overview

Interactive Student Centered Learning: A Cooperative Approach to Learning concentrates on Student Centered Learning (SCL) which encompasses Active Learning (AL), Cooperative Learning (COL), Collaborative Learning (COLL), and occasionally Constructivism Learning (CONS) teaching methodologies. This book delves into a review of the theories of learning, providing insight into current research regarding how students learn as well as a review of traditional, teacher-centered learning and teaching theories. This book also includes three interactive student centered learning segments; a review of the process, an instructional development process, and an organizational curriculum for educators to utilize an (I/SCL) program. The handbook in the appendices provides teachers with knowledge and information on how to develop an (ISCL) curriculum for teaching students effectively in almost all subjects at the secondary and college level.

Product Details

ISBN-13:	9781475813470
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	02/26/2015
Pages:	188
Product dimensions:	6.45(w) x 9.16(h) x 0.79(d)

About the Author

Edward Spooner began his teaching career at the secondary level as a U.S. History, World History, and Public Speaking teacher, as well as coaching volleyball. He graduated from San Diego State University in 1960 with a BA in Social Studies and in 1963 with a MA in Education, a MA in History from Sonoma State University and a MA in Physical Education from Wichita State University.

Table of Contents

CONTENTS
PREFACE: A word from the Author
INTRODUCTION
CHAPTER 1 The Learning ProcessLearning Theories
Evolving Learning Theories
Factors that Affect Learning
The Art of Teaching and Learning
CHAPTER 2 Traditional Learning/Teaching
The objective of Teacher Centered Learning
Traditional Learning Vs Student Centered Learning
CHAPTER 3 Active LearningDefinitions
The Process
CHAPTER 4 Types of Cooperative Learning
Benefits of Cooperative Learning
Cooperative Learning Limitations
Why Does Cooperative Learning Work
The Instructors Role
Group and Team Process
CHAPTER 5 Collaborative LearningResearch
Learning Objectives
Benefits
Collaborative Handicaps
Preparing for Student Group Work
CHAPTER 6 Constructivist Learning Theories
How Students Learn In Constructive Learning Environment
The Nature of the Learning
Benefits
Criticism of Constructive Education
CHAPTER 7 Student Centered LearningThe Process
Teachers Role as a Facilitator
Assessment
Disadvantages
Group/Team Work
Summary/Additional Points of View
CHAPTER 8 Interactive Students Centered Learning (1)
The Process
Learning objectives
Instructors Role
Benefits
Assessment/Evaluation
CHAPTER 9 Interactive Students Centered Learning (2)
Instructional Development
Instructional strategies
Classroom Procedures
Class Responsibility Guide
CHAPTER 1O Interactive Students Centered Learning (3)
Introduction to program Development
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
REFERENCES
ABOUT THE AUTHOR

Editorial Reviews

It is becoming increasingly critical to our educational well-being to hold students accountable for their learning. Edward Spooner is able to show the value of involving students in the “learning process” and does so through a variety of teaching methods. The compilation of knowledge combined with his personal experience in teaching while using the methods presented here will help educators prepare students to meet real challenges in the real world.

Margie Lane

Edward Spooner has written yet another remarkable study based upon his many years of experience as a coach and educator. Combining his experience with extensive research, he explores and explains how to improve the process of teaching. Spooner’s book highlights the rewards of interactive learning, which can motivate both students and teachers and be beneficial to our educational system.

Yook Louie

Edward Spooner has used his extensive knowledge gained through his experience as an educator to present what in reality is looking backward to find how we should move forward in education. Simply put, Spooner acknowledges that education needs desperately to change, and it can do so by the simplest of concepts—cultivate a better system so teachers once again claim responsibility for teaching and students are held accountable for their learning. This book shares the experience of prominent educators to paint the path for students and teachers retrieving accountability in education.

Duane Sandul