Luisito Manalansan Nanquil


To be a competent, dynamic, and effective teacher needs a lot of evaluation and reflection. A product of this thought should be learning outcomes that demonstrate mastery, fluency, and achievement of the learners, who are the main focus of teaching and learning. This paper aims to examine the book authored by Rollins by connecting the observations and experiences of the reviewer to the points, theories, and practices tackled by the author in her book. It is the hope of teachers around the globe to offer collaborative learning environment that will cater to the needs and diversities of learners.


learner-centered, collaboration, learning outcomes, strategies, evaluation

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Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.

Kirschner, P.A., Sweller, J., and Clark, R.E. (2006). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.

Rollins, S.P. (2017). Teaching in the fast lane: How to create active learning experiences. ASCD.

Tsegaye, A.G. and Davidson, L.M. (2014). The ratio of talking time to students talking time in EFL classroom: A case in six partner preparatory schools of Haramaya University, Ethiopia. Abhinav National Monthly Refereed Journal of Research in Arts and Education, 3 (5), 1-5.

Yair, G. (2000). Educational battlefields in America: The tug-of-war over students’ engagement with instruction. Sociology of Education, 73 (4), 247-269.




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