Making Learning-Centred Teaching Work in Asia and Beyond

1. Auflage 2025
ISBN: 978-1-032-71412-7
Verlag: Taylor & Francis Ltd

Buch, Englisch, 314 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 453 g

This book guides readers to transition their teaching to learning-centred practices. Based on Weimer’s (2002, 2013) and Blumberg’s (2009, 2019) framework, the authors describe their faculty learning community-based journey through the adaptation, implementation, and assessment of a series of practical learning-centred teaching strategies.

While furnishing a critical discussion of challenges, directions, and development of learning-centred pedagogy as applied to an Asian context, this book provides suggested pathways for educators around the world to embark on their own journey toward learning-centred teaching. These pathways cover a range of disciplines and teaching contexts from architecture and engineering to systems thinking and general education, illustrating the robustness and flexibility of learning-centred teaching. The authors provide examples of good teaching practice to help instructors, instructional designers, faculty developers and university administrators see how principles of learning-centred teaching and assessment can translate practically into quality classroom teaching and learning. The rigorous assessment methodology is both highly reflective and readily applicable to teaching assessment and portfolio development. It also shows how Blumberg’s (2019) rubrics and Cole & Stavros’ (2019) SOAR (Strengths, Opportunities, Aspirations and Results) framework can be used to evaluate the impact of interventions.

Contributing unique insights, this is a valuable guide for anyone interested in implementing student learning-centred pedagogical approaches and using rubrics for assessing teaching practice.

Zielgruppe

Postgraduate and Professional Practice & Development

Autoren/Hrsg.

Jew, Daniel

Tan, Lynette

Blumberg, Phyllis

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Table of Contents

List of Contributors

Acknowledgments

Foreword
Mary Deane Sorcinelli

Part I. Contexts of Learning-Centred Teaching

Chapter 1. Why Learning-Centred Teaching? Join Us on a Transformational Journey as Educators
Lynette Tan, Daniel Jew & Phyllis Blumberg

Chapter 2. Our Faculty Learning Community: A Shared Journey of Developing More Learning-Centred Teaching
Daniel Jew, Siu-Kit Lau & Bellam Sreenivasulu

Chapter 3. Concepts and Tools for Systematic Review and Analysis of Teaching
Phyllis Blumberg

Part II. Courses: Learning-Centred Teaching Examples

Chapter 4. Developing Student Agency and Responsibility for Learning: Strategies to Redistribute the Balance of Power and Instil Meta-Cognitive Skills
Lynette Tan

Chapter 5. Enhancing Engagement, Participation, and Reflection through a Co-Constructed Rubric Exercise
Joel K. Q. Chow

Chapter 6. Empowering Students’ Self-Learning using the Case Method
Kuan Y. H.

Chapter 7. Learning-Centred Teaching and Function of Content on Students’ Learning of Systems Thinking and System Dynamics Modelling

Bellam Sreenivasulu

Chapter 8. Reimagining the Role of the Instructor in a Residential College Course on Identity

Kankana Mukhopadhyay

Chapter 9. Promoting Student Engagement with Content in Engineering Education: An Integrated Design Using Blended Learning and Formative Assessment
Daniel W. M. Sng

Chapter 10. Students’ Experience and Performance in Process-Oriented Guided Inquiry Learning (POGIL) in a Design Course

Siu-Kit Lau

Chapter 11. Learning-Centric Instructional Design: Documenting Your Teaching Journey via Longitudinal Self-Assessment

Daniel Jew

Part III. Changing to Learning-Centred Teaching in Asia and Beyond

Chapter 12. The Use of Learning-centred Teaching Constructs in Our Asian Context. Overview and More Traditional Constructs: Role of Instructor, Function of Content and Purposes and Processes of Student Assessment
Daniel Jew & Phyllis Blumberg

Chapter 13. The Use of Learning-centred Teaching Constructs in Our Asian Context. The Less Traditional Constructs: Balance of Power and Development of Student Responsibility for Learning
Lynette Tan & Phyllis Blumberg

Chapter 14. Institutional Infrastructure and Support for Learning-Centred Teaching and Faculty Development

Phyllis Blumberg & Chng Huang Hoon

Chapter 15. Suggestions for Your Successful Transitions to Learning-Centred Teaching
Phyllis Blumberg, Daniel Jew & Lynette Tan

Chapter 16. Conclusion. Learning-Centred Teaching: Lessons learned for the Path Forward in Asia and Beyond
Phyllis Blumberg, Lynette Tan & Daniel Jew

Volume References

Glossary

Appendix

Index

Über Autor(innen)

Lynette Tan is Director of External Programmes and Associate Professor at Residential College 4, and Master of Eusoff Hall at the National University of Singapore (NUS). She is on the university’s teaching excellence honour roll as well as a member of the NUS Teaching Academy.

Daniel Jew is Director of Studies, College of Alice & Peter Tan, and Senior Lecturer, Department of History, at the National University of Singapore. He is co-editor of The Uncertain Past (Cambridge University Press, 2023), and a member of the NUS Teaching Academy.

Phyllis Blumberg is an Educational Developer, Faculty Coach, Assessment Consultant and acclaimed author of Making Learning-Centered Teaching Work (2019) and Assessing and Improving your Teaching (2013). She directs Blumberg Educational Consulting, and is Emeritus Professor and Emeritus Assistant Provost, University of the Sciences (USA).