BOOK REVIEW: DEVELOPING COLLABORATIVE LEARNING ENVIRONMENT USING LEARNER-CENTERED STRATEGIES

Luisito Manalansan Nanquil

Abstract


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.


Keywords


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

Full Text:

PDF

References


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.




DOI: https://doi.org/10.24071/llt.v24i2.3382

Article Metrics

Abstract view : 1653 times
PDF view: 758 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Luisito Manalansan Nanquil

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

    

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.