Learner-Centered Learning > circus education through LCL methodology

THE FORMAT OF THIS HANDBOOK There are a number of different ways this document can be read and used, depending on your needs and learning style: You can jump to a different chapter through the highlighted links. You can follow the coloured boxes to find examples from different circus disciplines: Aerial Juggling Balance Acrobatics

If you learn best through movement, follow the yellow boxes to find ‘brain-train games’ and practical activities.

To make sure that this chapter makes sense to you, we have prepared an ‘LCL CheckList’. This is a self-evaluation, summarising the whole chapter. A circus teacher can complete this before or after a circus lesson, in order to ensure that they have considered all the key elements needed to carry out a Learner-Centered circus lesson. Check it out!

At the end of the handbook, you can find a ‘Toolkit’, with details of all of the exercises and activities that were gathered as part of the exchanges. We hope you find this handbook interesting and above all useful, as a tool to enhance your teaching practice.

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