One-on-One: Academia I cannot help again referring to my new favorite book on improving student learning, “Learner-Centered Teaching” (Weimer, 2002). In the last issue, I gave an overview of what the learner-centered professor does. In this issue, I would like to focus on one of Weimer’s “guiding principles,” namely, instructional design. She ... One-on-One
One-on-One  |   July 01, 2003
One-on-One: Academia
Author Affiliations & Notes
  • Margery M. Whites
    Department of Communication Disorders, St. Cloud State University, St. Cloud MN
Article Information
Professional Issues & Training / One-on-One
One-on-One   |   July 01, 2003
One-on-One: Academia
SIG 1 Perspectives on Language Learning and Education, July 2003, Vol. 10, 34-35. doi:10.1044/lle10.2.34
SIG 1 Perspectives on Language Learning and Education, July 2003, Vol. 10, 34-35. doi:10.1044/lle10.2.34
I cannot help again referring to my new favorite book on improving student learning, “Learner-Centered Teaching” (Weimer, 2002). In the last issue, I gave an overview of what the learner-centered professor does. In this issue, I would like to focus on one of Weimer’s “guiding principles,” namely, instructional design. She argues that instructional design is critically important because assignments are the vehicles through which student learning occurs (pp. 85-86). Professors attempt to create the best possible learning environments given the constraints of the classroom. If we provide the appropriate information, guidance, and judgments, we can “stretch” our students without overwhelming them, so that we can facilitate learning.
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