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KURSUS PENINGKATAN PROFESIONAL TENAGA PENGAJAR KOLEJ JURURAWAT
PEMBELAJARAN BERPUSATKAN PELAJAR
Dr. Hj. Mohd Zarawi b. Mat Nor (K.B, PA)Department Of Medical Education
School Of Medical SciencesUniversiti Sains MalaysiaKampus Kubang Kerian
Kelantan
BIODATA PENCERAMAH
PendidikanB.A (Hons) UM, M.Ed GC (UKM),PhD .Coun (UM)
,
BidangResearch , Parenting Skill, Strategic Management, Motivation, Teacher Education, Psychology , Counseling
OBJEKTIF SESI
1.Memahami konsep pembelajaran berpusatkan
pelajar2.Mampu memotivasi pelatih
dalam menjayakan proses pembelajaran & pembelajaran
MINDSET
• REDHA MENERIMA• SERONOK
• AMBIL BAHAGIAN• SUKARELA/TIDAK TERPAKSA
• FOKUS
Scope
1. Basic principles and concepts of student-centered learning (SCL)
2. Effective SCL in small groups
3. Common formats of SCL approaches
Pengenalan
3 komponen penguasaan pengajar cemerlang
(1) Kualiti diri(2) Subject expert (3) Pedagogical
4. Major SCL approaches in Universiti Sains Malaysia
i) Small Group Tutorialii) Problem-Based Learningii) Contract Learning
Student-Centered LearningStudent-centered learning is a concept that can betraced back since early 20th century. It was firstmentioned in the writings of Frank HerbertHayward in 1905 and was later credited to JohnDewey’s work in the 1950s (O’ Sullivan, 2003;O’Neill & McMahon, 2005).The term studentcentered learning was also associated with thework of Carl Rogers, Jean Piaget, and more recentlywith Malcolm Knowles’ notion of self-directedlearning in adult education (Burnard,1999).
The theoretical standing of student-centered learning is primarily grounded in the constructivist view of learning(Landau, 2001:22).
"Constructivist learning models require active input from students and requires intellectual effort and aids retention. The role of the teacher in student-centered learning is to facilitate the students' learning by providing a framework (i.e. activities for students to complete) that facilitates their learning. For example, the teacher posts activities or questions that students complete. Projects include: writing papers, essays, and reports, publishingWeb pages, conducting research, answering open-ended questions, creating artwork, and organizing events."
• Principle 5: Students need to have Choice and Control Over their Learning
• Principle 6: Enabling Higher-order Thinking
• Principle 7: Learning needs Cooperation between Student and Lecturer
Principles of Student-CenteredLearning
• Principle 1: Required Active Learning and Ongoing Reflective
• Principle 2: Does not have One-Size-Fits All Solution
• Principle 3: Recognize Students’ Diversity• Principle 4: Students have Different
Experience and Background Knowledge
Student-Centered Learning vsTeacher-Centered Learning
Teacher-Centered• Low level of student choices• Student passive• Power is primarily with the lecturer• Assume students have little useful knowledge• The course has specific objectives relating to what students have toknow for formal-assessment• Present facts to students
Student-Centered
• • High level of student choice• • Student active• • Power is primarily with the
student• • Develop conversation with• students• • Provide opportunity for
students to reveal change• • Encourage students torestructure existing knowledge
Student-Centered Learning vsTeacher-Centered Learning
Teacher-Centered
• Cover information that might beavailable from textbook• Structure the course to helpstudents pass formal assessment• Give students good set of notes• Provide information needed topass formal assessment• Lecturers should know the answers to questions
Student-Centered
• Set aside some teaching timefor students to discuss amongthemselves• Use examples to provokedebate• Discuss their changingunderstanding of the subject• Students generate own notes• Question students’ ideas
Benefits for Students
• Student-centered learning has many advantages from the students’ point of view. Amongst the major benefits are
• (1) Enhance Students’ Knowledge Retention and Motivation to Learn,
• (2)Equipped Students with Transferrable and Lifelong Learning Skills,
• (3) Integrate Students into Academic Community,
• (4) Improve Learning Outcome and • (5) Due Consideration for Student’s
Small Group Discussion
Characteristics of Small Group Teaching & Learning1. Definite structure2. Time bound3. Active student participation (face to face contact)4. Sharing of learning between all group members
5. Non threatening, non critical environment6. Capitalizing on individual group members’ experiences7. Involves discussion
8.Defining tasks and boundaries (purposeful activity)9. Facilitator role of the teacher10. Co-operative activity(Newble, D. Cannon, R. ‘A Handbook for Medical Teachers’, 1994)
SCL in small group can help develop the following:
1. Critical thinking2. Problem solving3. Effective communication
4. Interpersonal skills5. Team work6. Leadership7. Appropriate attitudes
Steps in Developing Materials for Learning in Groups1. Provide or negotiate a clear statement of what learners should learn (learning objectives)2. Give reasons for the learning activity3. Outline the stages involved
4i Design/ produce the stimulus materials (e.g. samples, patient case notes, problems)or 4ii Ask learners to produce examples from their area of study5. State questions or other requirements which your students need in order to learn from thematerials6. Follow learner activity with time to check and share the learning
Problem based learning (PBL)
Problem based learning (PBL)
Contract Learning (CL)
Contract Learning (CL)
Contract learning was first introduced by Malcolm Knowles in 1986 as a means of student centered and self directed learning. It is a process in which learners take the initiative indiagnosing their learning needs, formulating learning goals, identifying resources for theirlearning, choosing and implementing, appropriate learning strategies and evaluatinglearning outcomes.
A learning contract is basically a negotiatedagreement between the learner and his /herteacher on the learning goals that he/she willachieve in a specific course or educationalprogramme.The learner will be free to identify his/her ownlearning objectives and howthese objectives will be implemented andassessed.
The learning contract is utilized to
i. improve relevance and meaning of the learning process as the students can ensure that what they will learn will be of real value to themselves.
ii. allow innovation as students are encouraged to do things on their own.
iii. encourage continuing lifelong learning and self-assessment as the students are encouraged to identify their own learning needs and to resolve those needsthemselves.
Isu-Isu dalam SCL
Adakah tenaga pengajar betul-betul bersedia melaksanakan perubahan??
Jika YA bagaimana tenaga pengajar memastikan penglibatan aktif dalam proses T&L
• Motivated students are easier to teach.• Students who are interested in learning do, in
fact, learn more.• Research indicates the following teaching
behaviors correlate with positive student motivation:– Explaining the course material clearly– Summarizing materials to help students
remember
– Making the subject interesting– Demonstrating the significance of the subject
matter– Being able to change approaches when needed– Giving reasons for criticism of academic
performance– Using humor
Motivating Students
• Strategies to get and keep students interested in learning– Know who your students are.– Establish the relevance of the course material– Involve students in choice of materials– Arrange learning tasks at levels appropriate to
students’ abilities– Give feed back as soon as possible
Motivating Students
– Offer positive comments rather than negative ones
– Use students’ natural curiosity. Stress understanding more than facts.
– Encourage students to critique their own work, to analyze their strengths and weaknesses, and to do their own research.
– Use teacher-student interaction.
– Let students actively participate.
– Take a variety of roles from active direction to reflective support.
