In a teacher-centered classroom, teachers choose what the students will learn, how the students will learn, and how the students will be assessed on their learning. In contrast, student-centered learning requires students to be active, responsible participants in their own learning and with their own pace of learning. Usage of the term “student-centered learning” may also simply refer to educational mindsets or instructional methods that recognize individual differences in learners. In this sense, student-centered learning emphasizes each student’s interests, abilities, and learning student centered approach pdf, placing the teacher as a facilitator of learning for individuals rather than for the class as a whole.
When students are given the opportunity to gauge their learning, learning becomes an incentive. Student-centered learning means inverting the traditional teacher-centered understanding of the learning process and putting students at the centre of the learning process. In essence, the teacher’s goal in the learning process is to guide students into making new interpretations of the learning material, thereby ‘experiencing’ content, reaffirming Rogers’ notion that “significant learning is acquired through doing”. Through peer-to-peer interaction, collaborative thinking can lead to an abundance of knowledge.
In placing a teacher closer to a peer level, knowledge and learning is enhanced, benefitting the student and classroom overall. Vygotsky proclaims, “Learning which is oriented toward developmental levels that have already been reached is ineffective from the viewpoint of the child’s overall development. It does not aim for a new stage of the developmental process but rather lags behind this process. One of the most critical differences between student-centered learning and teacher-centered learning is in assessment. In student-centered 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 supports learning and motivation is essential to the success of student-centered approaches. They are characterised by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning and foster transferable skills such as problem-solving, critical thinking, and reflective thinking. Analysis of good practice by award-winning teachers, in all faculties, to show how they made use of active forms of student learning. Subsequent use of the analysis to promote wider use of good practice.
A compulsory teacher training course for new junior teachers, which encouraged student-centered learning. Projects funded through teaching development grants, of which 16 were concerned with the introduction of active learning experiences. A program-level quality enhancement initiative which utilized a student survey to identify strengths and potential areas for improvement. Development of a model of a broadly based teaching and learning environment inﬂuencing the development of generic capabilities to provide evidence of the need for an interactive learning environment. The introduction of program reviews as a quality assurance measure. The success of this initiative was evaluated by surveying the students. After two years, the mean ratings indicating the students’ perception of the quality of the teaching and learning environment at the university all rose significantly.
The study is one of many examining the process of implementing student-centered pedagogies in large institutions of higher education. Freedom to Learn for the 80’s. Teachers’ beliefs about issues in the implementation of a student-centered learning environment. Bike riding and the art of learning. Teaching and the case method. Boston: Harvard Business School Press, Pg. A Way Out of the Information Jungle”.
New York, NY: Palgrave Macmillan. Natural Learning in Higher Education”. Promoting student-centred forms of learning across an entire university”. A paper from the Teaching and Learning Forum 2000 titled: “Student-centred learning: Is it possible? This page was last edited on 17 October 2017, at 14:47. Student-centred learning: What does it mean for students and lecturers? In addition, in practice it is also described by a range of terms and this has led to confusion surrounding its implementation.
Present some critiques to it as an approach. 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. He also emphasises Rogers’ belief that students’ perceptions of the world were important, that they were relevant and appropriate. Other authors articulate broader, more comprehensive definitions. The learner sees himself differently as a result of the learning experience. The theoretical standing of student-centred learning is often surprisingly absent in the literature.
The constructivist view of activity is related more to performing physical activities, for example, projects, practicals. How can you implement student-centred learning? Learning is often presented in this dualism of either student-centred learning or teacher-centred learning. In the reality of practice the situation is less black and white. In examining how you might look at this in practice, it is worth thinking how far up the continuum you are able to move within the contextual barriers in your teaching situation.