| Student-centered Learning |
Website Links For Learning |
Information AboutStudent-centered Learning |
| CATEGORIES ABOUT STUDENT-CENTRED LEARNING | |
| curriculum | |
| educational philosophy | |
| pedagogy | |
| education reform | |
|
Student-centred learning or '''student-centered learning''' is an approach to Education focusing on the needs of the Student s, rather than those of others involved in the Educational process, such as teachers and administrators. This approach has many implications for the design of curriculum, course content, and interactivity of courses. For instance, a student-centered course may address the needs of a particular student audience to learn how to solve some job-related problems using some aspects of Mathematics . In contrast, a course focused on learning mathematics might choose areas of mathematics to cover and methods of teaching which would be considered irrelevant by the student. Student-centred learning is in stark contrast to teacher-centred learning. Student-centred learning is focused on the student's needs,abilities,interests,learning styles with the teacher as a facilitator of learning. This classroom teaching method acknowledges Student Voice as central to the learning experience for every learner. Teacher-centred learning has the teacher at its' centre in an active role and students in a passive,receptive role. Student-centred learning requires students to be active, responsible participants in their own learning. BACKGROUND Traditionally, teachers were at the centre of learning with students assuming a receptive role in their education. With research showing how people learn, traditional curriculum approaches to instruction where teachers were at the center gave way to new ways of teaching and learning. Key amongst these changes is the idea that students actively construct their own learning (known as Constructivism ). Theorists like John Dewey , Jean Piaget , and Lev Vygotsky whose collective work focused on how students learn is primarily responsible for the move to student-centred learning. Carl Rogers ' ideas about the formation of the individual also contributed to student-centred learning. Student centred-learning means reversing the traditional teacher-centred understanding of the learning process and putting students at the center of the learning process. Brain research validates what Piaget, Dewey, Vyogotsky and Rogers already knew: that students learn best by experiencing the learning and being in control of it. CHARACTERISTICS OF STUDENT-CENTRED LEARNING
WHAT STUDENT-CENTERED LEARNING IS NOT In teacher-directed instruction:
IMPLEMENTATION CONSIDERATIONS To implement a student-centred learning environment, attention must be given to the following aspects of learning:
Because much of the power resides with students, teachers must realize that they are collaborators in learning. This is a role teachers must be comfortable with if they are to successfully implement a student-centred learning environment. A successful student-centred learning environment will be open, dynamic, trusting,respectful, and promoting the natural desire and curiosity to learn. Students will collaborate on meaningful, authentic problems which serve to further their understandings of the subject matter and themselves. This experiential learning involves the whole person; their feelings, thinking, goals, social skills, and intuition. The result is a person who is empowered to be a lifelong learner; a student who embraces their own abilities and is accepting of others. ASSESSMENT OF STUDENT-CENTERED LEARNING One of the most critical differences between student-centered learning and teacher-centered learning is in assessment. In student-centred learning, students participate in the evaluation of their learning. This means that students are involved in deciding how to demonstrate their learning. Developing assessment that support learning and motivation is essential to the success of student-centred approaches. One of the main reasons teachers resist student-centred learning is the view of assessment as problematic in practice. Since teacher-assigned grades are so tightly woven into the fabric of schools; expected by students,parents and administrators alike, allowing students to participate in assessment is somewhat contentious. SEE ALSO
EXTERNAL RESOURCES
REFERENCES
|
|
|