Standardization as a core set of learning principles guiding pedagogical change and improved learning outcomes
Learner-centered pedagogies have been at the forefront in the ESL/EFL context for over 30 years, and have now penetrated discussions of general education reform in the United States, as pressure for accountability in colleges across the country increases.But beyond paying lip service to learner-centeredness, how can we, as faculty and as institutions, make inquiry into the invisible processes of student thinking and learning, visible and central? How will the results of this inquiry into learning impact the way we organize and scaffold student learning, the type of evidence of student learning we gather, and the way we assess student performance?
In the absence of a universal best teaching practices list, how can we use our knowledge of learning and a broader conception of assessment to improve our pedagogy and student learning outcomes?
This paper will discuss and illustrate these ideas with specific examples.