Learner-Centered Learning > circus education through LCL methodology

2.4.5: Let’s Check • Have I provided tools to support the students, to enable them to function as independent, autonomous learners? • Have I encouraged peer-learning? • Have I created a problem-solving environment? • Have I created individual learning paths, while ensuring a social process? • Have I left space for them to choose strategies, paths, goals and skills to develop? • Have I used the Experiential Learning Cycle: observing, reflecting, and reworking the experience together? • Have I worked to create a culture of self-discipline, dialogue, feedback and active listening between all students and between the students and teachers? • Have I involved participants in establishing guidelines for participation and agreeing on the planning and timetable? • Have I given them the choice of pushing their boundaries or staying where they are, in their comfort zone? • Am I consciously giving step by step instructions (ZPD)?

Learner-Centered Learning > circus education through LCL methodology

Articles inside

5. Working Group

3. Experimenting with teaching styles

Author’s Note

2.5.3: Active Reviewing, Peer Evaluation and Feedback

2.5.2: Formative Assessment Cycle

2.5.1: The Different Purposes of Assessment

ASSESSMENT

2.4.5: Let’s Check

2.4.4: The Culture of Self Discipline and LCL

2.4.3: Experiential Learning Cycle

2.4.2: Peer Education

2.4.1: The Zone of Proximal Development

RESPONSIBILITY FOR LEARNING

2.3.6: Let’s Check

2.3.5: Competition

2.2.4: Let’s Check

2.3.4: Creativity and Games

2.3.3: Obliquity

2.3.2: Flow Model

2.2.3: Balancing Circus

2.2.1: Active and Directive Pedagogy

2.2.2: Leadership Models

THE BALANCE OF POWER

2.1.1: Learning styles

2.1.4: Let’s Check

2.1.2: Leading styles

2.1.3: Here and Now

The Format of this Handbook

THE ROLE OF THE TEACHER

TO ACTIVE LEARNING