Expecting the best: Regardless of the chronological age of a student, high expectations for learning is essential. Application of individual learning styles and diverse skills and talents assist the student in knowledge acquisition. Challenging assignments and projects motivate students to go beyond content presented in the classroom and could spur new discoveries and research agendas. Organizational structure throughout the course and time management are essential in successful achievement of high expectations for students.
Acting on knowledge: In order for students to acquire understanding they must act on knowledge. The student-centered approach to learning is achieved through group discussion, problem solving, peer interaction, and evaluation. Students acquire knowledge through an active process often reflected in a product such as a portfolio work sample.
Reflecting on the process: Effective learning involves time for intentional reflection. Students consider the content, expectations and activities required throughout the course. Students talk, script, evaluate the practicality of assignments and application to real world situations. Debates and journalizing are helpful in the reflective process. Multiple assessment and timely feedback from instructors are essential to the reflective process.
Nurturing for change: As a facilitator of
student learning, the instructor becomes a mentor to his or her students.
When learning takes place, students adjust and/or alter their previous
frame of reference. The alteration produces a permanent change in perception
and results in a change of behavior. At this point, the instructor and
student move forward to a new dimension of shared learning. As lifelong
learners, student must learn to change perceptions of the world in order
to be effective facilitators of their future students' learning.