student-centred teaching

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contents 1. introduction………………………………………………………….2 2. main part student-centred teaching……….…………………………………….……....3 student-centered approach…………………………………………………….7 the characteristics of student – centered teaching………………………….…22 implications for teaching/learning methods……………………………..……26 the effectiveness and critiques of student-centred learning…………………..32 3. conclusion…………………………………………..……………..…36 4. the list of used literature………………….………………..37 introduction student-centered approach includes the idea that students have choice in what to study and how to study. student-centered learning is focused on the student’s needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. teachers provide the way for students to access the material, so students can easier get knowledge. teachers also should help them to decide the purpose that will be achieved by students, encourage them to evaluate their learning, help them to work together in groups, and make sure that they know the way to use the sources and the facility of learning. the students in this approach have the main role, because they become a center …

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and students leam to collaborate and communicate with one another. we can define the main principles of student-centered learning as: о the learner has full responsibility for her/his learning; о involvement and participation are necessary for learning; о the relationship between learners is more equal, promoting growth and development; the teacher becomes a facilitator and resource person; the learner sees himself differently as a result of the learning experience. main part student-centred teaching the term student-centred learning (scl) is widely used in the teaching and learning literature. many terms have been linked with student-centred learning, such as flexible learning (taylor 2000), experiential learning (burnard 1999), self-directed learning and therefore the slightly overused term 'student-centred learning' can mean different things to different people [10;154-p]. in addition, in practice it is also described by a range of terms and this has led to confusion surrounding its implementation [33;48-p]. the concept of student-centred …

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ghted that this was linked with the process of development or 'readiness', i.e. the child will learn when he/she is ready [25;124-p,10;205-p, 31-28-p]. kember (1997) described two broad orientations in teaching: the teacher centred/content oriented conception and the student centred/learning oriented conceptions. in a very useful breakdown of these orientations he supports many other authors views in relation to student-centred view including: that knowledge is constructed by students and that the lecturer is a facilitator of learning rather than a presenter of information [20;198-p] . rogers (1983b:188) identified the important precondition for student-centred learning as the need for: '...a leader or person who is perceived as an authority figure in the situation, is sufficiently secure within herself (himself) and in her (his) relationship to others that she (he) experiences an essential trust in the capacity of others to think for themselves, to learn for themselves' [28;124-p, 29-128-p]. choice in the …

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tudent-centred learning to include the followings tenets: 1. ‘the reliance on active rather than passive learning, 2. an emphasis on deep learning and understanding, 3. increased responsibility and accountability on the part of the student, 4. an increased sense of autonomy in the learner 5. an interdependence between teacher and learner, 6. mutual respect within the learner teacher relationship, 7. and a reflexive approach to the teaching and learning process on the part of both teacher and learner.’ gibbs (1995) draws on similar concepts when he describes student-centred courses as those that emphasise: learner activity rather than passivity; students' experience on the course outside the institution and prior to the course; process and competence, rather than content; where the key decisions about learning are made by the student through negotiation with the teacher. gibbs elaborates in more detail on these key decisions to include: ‘what is to be learnt, how …

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ture. however, it appears to relate primarily to the constructivist view of learning in the importance it places on activity, discovery and independent learning (carlile and jordan 2005). cognitive theory also highlights activity but in a different form than that supported by the constructivists (cobb 1999). the cognitive view supports the idea that the activity of learning is computed in the head, or as often described 'in the mind'. the constructivist view of activity is related more to performing physical activities, for example, projects, practicals. student-centred learning has some connections with the social constructivist view, which emphasises activity and the importance of communities of practice/others in the learning process. however, the definitions of scl do not necessarily highlight the importance of peers in learning (cobb 1999; bredo 1999). the paradigm shift away from teaching to an emphasis on learning has encouraged power to be moved from the teacher to the …

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contents 1. introduction………………………………………………………….2 2. main part student-centred teaching……….…………………………………….……....3 student-centered approach…………………………………………………….7 the characteristics of student – centered teaching………………………….…22 implications for teaching/learning methods……………………………..……26 the effectiveness and critiques of student-centred learning…………………..32 3. conclusion…………………………………………..……………..…36 4. the list of used literature………………….………………..37 introduction student-centered approach includes the idea that students have choice in what to study and how to study. student-centered learning is focused on the student’s needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. teachers provide the way for students to access the material, so students can easier...

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