Phyllis Blumberg - Böcker

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 rubrics (2019, Making Learning-Centered Teaching Work, Appendix B, available for download on our website) 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.

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 rubrics (2019, Making Learning-Centered Teaching Work, Appendix B, available for download on our website) 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.

In order to make appropriate changes to improve your teaching and your students’ learning, first you need to know how you’re teaching now. Figure it out for yourself and invigorate your teaching on your own terms! This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one’s teaching. Phyllis Blumberg starts by reviewing the current approaches to instructor evaluation and describes their inadequacies. She then presents a new model of assessing teaching that builds upon a broader base of evidence and sources of support. This new model leads to self-assessment rubrics, which are available for download, and the book will guide you in how to use them. The book includes case studies of completed critical reflection rubrics from a variety of disciplines, including the performing and visual arts and the hard sciences, to show how they can be used in different ways and how to explore the richness of the data you’ll uncover.

This is a substantially expanded and enhanced revision of Phyllis Blumberg’s acclaimed and bestselling book, Developing Learner-Centered Teaching: A Practical Guide for Faculty (Jossey-Bass, 2009).This easy to follow how-to-guide provides faculty with both a thorough introduction to this evidence-based approach to teaching and practical guidance on how to progressively implement it to strengthen the impact of their teaching. It demonstrates how they can integrate learning-centered teaching into their classroom practice without sacrificing content and rigor, and how to positively engage students in the process by demonstrating its impact on their mastery and recall of key concepts and knowledge.An added outcome, given that learning-centered teaching is correlated with improved student learning, is the resulting assessment data that it provides faculty with the measures to meet the increased demands by accreditors, legislators and society for evidence of improved teaching and learning outcomes. Phyllis Blumberg demonstrates how to use rubrics to not only satisfy outside requirements and accreditation self-studies but, more importantly, for faculty to use for the purposes of self-improvement or their teaching portfolios. She provides examples of how the rubrics can be used to ascertain whether college-wide strategic plans for teaching excellence are being met, for program review, and to determine the effectiveness of faculty development efforts. The book includes the following features: ·Boxes with easy-to-implement and adaptable examples, covering applications across disciplines and course types ·Worksheets that foster easy implementation of concepts ·Rubrics for self- assessment and peer assessment of learning-centered teaching ·Detailed directions on how to use the rubrics as a teaching assessment tool for individuals, courses, and programs ·List of examples of use classified by discipline and type of course Phyllis Blumberg offers Making Learning Centered Teaching Course Design Institutes and workshops on this and other teaching and assessment topics. Half day to multiple day modules.For more information or questions contact blumbergphyllis@gmail.com, or IntegrateEd.com