ABSTRACT

What does learner-centered education look like, and how can we best put it into practice? This helpful book by experienced educators Don Mesibov and Dan Drmacich answers those questions and provides a wide variety of strategies, activities, and examples to help you with implementation. Chapters address topics such as positioning students at the center of the lesson and teachers as coaches, making tasks relevant and engaging, incorporating the affective domain and social-emotional learning, assessing learning, and more. Appropriate for new and experienced teachers of all grades and subjects, this book will leave you feeling ready to help students take control of their own learning so they can reach higher levels of success.

part Section One|23 pages

Why Do Schools Need to Change?

chapter 1|6 pages

Learner-Centered Education (LCE) and Social-Emotional Learning (SEL)

You Can't Have One without the Other

chapter 2|3 pages

The Iron Is Hot

chapter 3|6 pages

Research Supports the Need for Change

chapter 4|4 pages

Best Practices Are for All Students

chapter 5|2 pages

Many Students Are Bored and Unmotivated

part Section Two|72 pages

How Do the Teachers' and Students' Roles Change?

chapter 6|2 pages

It All Starts with the Teacher

chapter 7|2 pages

Prioritize What Impacts Student Learning

chapter 10|5 pages

Teachers Are Classroom Coaches

chapter 14|5 pages

Students Need a Vision

part Section Three|29 pages

Is There Room for the Affective Domain?

chapter 18|10 pages

Let All Students Know They Are Liked as Individuals

The Classroom Culture Sends a Message to Students

part Section Four|16 pages

Do Students Find School Relevant?

chapter 22|5 pages

9/11 and COVID-19

Opportunities for Student Learning

part Section Five|21 pages

How Do We Test What Students Should Be Learning?

part Section Six|67 pages

What Should All Teachers Understand?

chapter 25|7 pages

How to Interact with Disruptive Students

chapter 26|17 pages

Schools Must Be Trauma-Sensitive

chapter 29|6 pages

Lessons from COVID-19

Online Instruction and Utilizing Technology Can Support, Not Replace, Good Teaching

chapter 30|6 pages

Change How Student Progress Is Reported

part Section Seven|9 pages

Is Meaningful School Reform Possible?

chapter 31|2 pages

Agents of Change, Please Step Forward

chapter |2 pages

Epilogue

Opportunities for Students Are Inequitable