Though the second work in this review is longer by almost 100 pages it is also much simpler in its construct and clearer in intention as a manner to demonstrate the needs of the instructor to change the manner in which he or she constructs the classroom to facilitate learner-centered models that build a higher degree of student learning confidence and therefore success. While the previous book has a more seminar style work, supported by research and application this second work has a higher degree of personal reading for teachers feel to it. The two together could offer a fantastic culmination of available resources for teachers to access to help build a case for and demonstrate tactics for moving the teacher centered plan to one that better meets the needs of learners.
Though as has been mentioned before the focus of the two works are decidedly different in that the second directly addresses higher education and the first is more likely to be applied to...
Though the lower school work, would inherently have less of a focus on this as autonomy in the public school systems is more limited than it is in the post-secondary setting the two together demonstrate the need to recognize the connections between student achievement as a demonstrative practice happening daily in the classroom, rather than demonstrated through the standardized testing outcomes alone.
Works Cited
McCombs, Barbara L. And Miller, Linda Learner Centered Classroom Practices and Assessments New York: Corwin Press, 2006.
Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Teaching. New York: Jossey-Bass, 2002.
