โ Scribed by Clark Bouton; Russell Y. Garth
No coin nor oath required. For personal study only.
Like studcnts in learning groups, Icachn;r can benejtfrom communication with and support from colleagues interested in similar topus. Here are colleagues who are intcrcsted in learning groups.
Conclusion and Resources Clark Bouton
The authors of the chapters in this N m Directions for Teaching and Learning sourcebook address three types of issues: They look at some persistent problems in postsecondary education, they report on some ways in which learning groups have been able to address those problems, and they indicate some of the learning that has resulted.
A number of basic problemsovercoming passivity in large classes; teaching basic academic subjects, such as mathematics and writing; developing competence in academic and other professionsprovide the basic organizing and driving force of.this volume. But, as Chapters Eight and Nine suggest, general perceptions of these problems may be inadequate. Conventional assumptions about learning and about the art of teaching may be fundamentally flawed. When learning is seen as an act of construction on the part of the learner and when teaching is seen not as a prescribed and unvarying role but as a series of teaching functions or activities whose sequence and emphasis can be varied, then learning groups seem to be one important way of encouraging learning.
The idea and practice of learning groups are both fairly inclusive, but learning groups seem to have two major elements: first, an 99
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