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2011 Marsh and Martin 2011), improving their self-regulatory capability ( Boekaerts 2002 Zimmerman and Schunk 2011), enhancing their feelings toward learning ( Duncan and Arthurs 2012), and instilling in them values and skills that promote lifelong learning ( Aspin et al. In addition, whereas teachers’ objectives used to be relatively constrained to helping students master course content, it is not uncommon for teachers’ goals to now also involve some combination of increasing students’ academic self-efficacy ( Caprara et al. For example, while it was once relatively common to regard students as passive listeners in the classroom, a large number of excellent books and journal articles have now been published describing techniques for getting students more active and engaged in class ( Fies and Marshall 2006 Michael 2006 Rosebrough and Leverett 2011). The more impressive developments in classroom instruction have involved large-scale re-considerations of what should happen in the classroom and what teachers should aim to accomplish over the duration of a course. At the same time, advancements in lecturing style account for only a small part of the overall pedagogical progress that has been made ( Mazur 2009 Ueckert et al. These advancements have had a significant effect on how instructors teach, and this is especially true in higher education, where lecturing remains the most common form of instruction and accounts for the largest percentage of class time used ( Benjamin 2002 Lammers and Murphy 2002 Twenge 2009). 2011), and providing audio or printed versions of lectures to reinforce learning and retention ( Lewis and Harrison 2012 McKinney et al. Solutions have included integrating multimedia into lectures to improve student attention ( Berk 2009 Hoffman and Ritchie 1997), using classroom-based electronic voting systems to enable real-time communication between students and teachers ( Caldwell 2007 Draper and Brown 2004), employing social media to foster collaboration ( Kaufer et al. Over the past 50 years, this discussion has been informed by an abundance of research examining how instructors can make classes more interesting and engaging ( Richardson 2008 Wood 1989). The question of how best to promote intellectual development has long been the focus of philosophical debate and, more recently, empirical investigation. We propose that these methods are synergistically related and, when used together, maximize students’ potential for intellectual and personal growth. They accomplish these goals by establishing a shared vision for a course, providing modeling and mastery experiences, challenging and encouraging students, personalizing attention and feedback, creating experiential lessons that transcend the boundaries of the classroom, and promoting ample opportunities for preflection and reflection. Teachers assume the traditional role of facilitating students’ acquisition of key course concepts, but do so while enhancing students’ personal development and attitudes toward learning.
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From this perspective, instructors are intellectual coaches who create teams of students who collaborate with each other and with their teacher to master bodies of information. Transformational teaching involves creating dynamic relationships between teachers, students, and a shared body of knowledge to promote student learning and personal growth. In the present paper, we suggest that these seemingly different strategies share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching.
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This progress has been spurred by the development of several learning principles and methods of instruction, including active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning. Approaches to classroom instruction have evolved considerably over the past 50 years.