From Sage on the Stage to Guide on the Side

By K. Sonnleitner. 2016

1,061 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7d48f2e9404b9a91b3a0e40752cbad6fa47a1260

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Citations in the corpus

The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. (2016, background): “1.3.6 Teachers’ and Students’ Roles in the Flipped Classroom The flipped classroom represents a role change for the teacher (Educause Learning Initiative, 2012) from transmitting information during class time to guiding learners through a variety of active learning exercises (Morrison, 2014).”
The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation And Retention (2017, background): “In this model, students are active participants rather than a passive listeners in the learning process (King, 1993).”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “King (1993) explicitly offered 12 getting involved and really thinking about it activities for “active learning” (e.g., posing problems, thinking analogically, developing critiques, etc.).”
Differentiated instruction: are Hong Kong in-service teachers ready? (2016, background): “In contrast, rather than ‘sage on the stage’, the role of a teacher acts as a ‘guide on the side’ who facilitates and co-explores with students whilst the teacher encourage students to question, challenge, and guide student investigations through exploring their own ideas, opinions, and conclusions ”
The flipped classroom: for active, effective and increased learning – especially for low achievers (2016, background): “As a central pillar, we find the traditional lecture with the professor, or the " sage on the stage " as put by King (1993), transmitting knowledge to receiving students.”
Digital Literacy: A Review of Literature (2020, background): “As King (1993) states, a facilitator’s changed from sage on the stage to guide on the guide (King, 1993).”
Academic Integrity as a Teaching & Learning Issue: From Theory to Practice (2017, background): “, lectures) where the instructor delivers knowledge to the students while they passively receive it (King, 1993; Prince, 2004).”
Interpersonal adaptation in teacher-student interaction (2017, background): “Perhaps these different types of leading connect with the educational debate on whether it is better for the teacher to act as “ sage on the stage ” or as a “ guide on the side ” (e.g., King, 1993).”
“I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models (2015, background): “Certainly, and somewhat oppositional to the teacher’s role in the classroom being based on progressing and advancing learning (Capel & Whitehead, 2010; Le Ha, 2014; Morrison, 2002), there is little indication that in the role of the facilitator the teacher would interact with students to further or ”
Universal Design for Learning: Guidelines for Accessible Online Instruction (2018, background): “Modeling instruction as either the sage on the stage or the guide on the side (King, 1993) can buy into an individualistic and behavioristic framework—both immersed in these philosophical fallacies.”