TRANSFORMING TEACHERS, TRANSFORMING SCHOOLS: Turning "Sages" Into "Guides on The Side"
Abstract
Many teachers teach the way they were taught. If asked to explain why they lecture to their students, the response is often, "My teachers wrote on the board and I took notes. It worked for me." Brain research indicates that other techniques increase blood flow to parts of the brain associated with cognition. This presentation provides anecdotal evidence about the impact of this research when applied to a single classroom or in online classes. When a teacher becomes a "guide on the side," there is a change in the school's culture that can be measured. This presentation is extracted from a newly published book, Let's Lecture Less, edited by Steve McCrea (Visualandactive.com) and Mario Joel Llorente Leyva.
Keywords
Teach engagement, project-based learning, ebooks, transfer responsibility her mindset, instructor training, Dennis Littky, student
References
- Aungst, G. (3 October 2011). "Don't be creative." Retrieved at http://www.connectedprincipals.com/archives/4676 on 24 October 2011.
- Fellet, M. (2011). “Faculty collaborate to improve online education.” Stanford
- Report (newspaper, June 28). Retrieved on 24 October 2011, at http://news.stanford.edu/news/2011/june/improved-online-courseware- html
- Fischler, A. (July 2006). "My vision." TheStudentIsTheClass.com (blog).
- Gardner, H. (1994). Intelligence Reframed. New York: Basic Books.
- King, A. (1993). “From sage on the stage to guide on the side” College Teaching (1), 30-35.
- Littky, D. (2004). The Big Picture: Education is everybody's business. Alexandria, Va.: ASCD.org.
- McCrea, S. and Llorente, M. (2011). Let's Lecture Less. Lulu.com.
- Pink, D. (2011). Drive: The Surprising Truth About What Motivates Us. New York: Penguin Group.
- Postman, N. and Weingartner, C. (1971). Teaching As A Subversive Activity. New York: Dell Books.