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Starting with the Learner: Designing Learner Engagement into the Curriculum

Starting with the Learner: Designing Learner Engagement into the Curriculum

Jonathan E. Taylor
Copyright: © 2015 |Pages: 26
ISBN13: 9781466682467|ISBN10: 1466682469|EISBN13: 9781466682474
DOI: 10.4018/978-1-4666-8246-7.ch068
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MLA

Taylor, Jonathan E. "Starting with the Learner: Designing Learner Engagement into the Curriculum." Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 1245-1270. https://doi.org/10.4018/978-1-4666-8246-7.ch068

APA

Taylor, J. E. (2015). Starting with the Learner: Designing Learner Engagement into the Curriculum. In I. Management Association (Ed.), Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (pp. 1245-1270). IGI Global. https://doi.org/10.4018/978-1-4666-8246-7.ch068

Chicago

Taylor, Jonathan E. "Starting with the Learner: Designing Learner Engagement into the Curriculum." In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1245-1270. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8246-7.ch068

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Abstract

The central thesis of this chapter is that in order for effective learning to occur, teachers must facilitate learner engagement, and in order to do so, learning resistance has to be conceptually understood, acknowledged, identified, and addressed as a part of the curriculum for any given class, course, or program. This chapter provides a comprehensive overview of the literature on learning resistance, identifies three significant disjunctures between the theory and practice of curriculum development and instructional systems design, and analyzes the relationship between learning resistance and that theory-practice gap. The failure to see motivation and learning as an integrated whole, the mass production of curriculum, and the hesitance to teach something that cannot be measured are all discussed in detail, and suggestions are made for mitigating the negative effects of each.

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