Lecture 1-Student Centred Learning

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    01-Mar-2016

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A lecture about EFL teaching learning that discusses students as the centre of learning process rather than the object.

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<ul><li><p>Rida Wahyuningrum </p><p>English DepartmentAdi Buana PGRI University, Surabaya</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>By the end of this lecture, you will be able to answer questions about:</p><p>1. The definition of SCL2. The characteristics and principles of SCL3. Strategies used in SCL4. Types of assessment applied in SCL</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>STUDENT-CENTRED LEARNING</p><p>FLEXIBLE LEARNING, EXPERIENTIAL LEARNING, SELF-DIRECTED LEARNING</p><p>The terminologies</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>STUDENT-CENTRED LEARNING</p><p>Hayward John DeweyCarl RogersPiaget Malcolm Knowles</p><p>The shift in power from the expert teacher to the student learner, driven by a need for a change in the traditional environment where in this so-called educational atmosphere, students become passive, apathetic and bored.</p><p>The Experts</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>STUDENT-CENTRED LEARNING</p><p>Student-centred learning (SCL) is an approach to education that focuses on the learner and their needs, rather than being centred around the teacher's input. It therefore aims at reliance on active rather than passive learning, an emphasis on deep learning and understanding, an increased responsibility and accountability on the part of the student, an increased sense of autonomy in the learner and an interdependence and mutual respect within the learner-teacher relationship. </p><p>http://www.international.ac.uk/policy/ehea-bologna-process/objectives-and-action-lines/student-centred-learning.aspx</p><p>The Definition</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>The teacher should not interfere with this process of maturation, but act as a guide</p><p>STUDENT-CENTRED LEARNING</p><p>The process of development or readiness, i.e. the child will learn when he/she is ready.</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>STUDENT-CENTRED LEARNING</p><p>TEACHER-CENTRED LEARNING</p><p>VS</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>STUDENT-CENTRED</p><p> High level of </p><p>student choice</p><p> Student active</p><p> Power primarily </p><p>with the student</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>TEACHER-CENTRED</p><p> Low level of </p><p>student choice</p><p> Student passive</p><p> Power is primarily </p><p>with teacher</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>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 </p><p>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. a reflexive approach to the teaching and learning process on </p><p>the part of both teacher and learner.</p><p>STUDENT-CENTRED LEARNING</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>PRINCIPLES OF STUDENT-CENTRED LEARNING</p><p>1. The learner has full responsibility for her/his learning </p><p>2. Involvement and participation are necessary for</p><p>learning </p><p>3. The relationship between learners is more equal,</p><p>promoting growth, development </p><p>4. The teacher becomes a facilitator and resource</p><p>person </p><p>5. The learner experiences confluence in his education</p><p>(affective and cognitive domains flow together) </p><p>6. The learner sees himself differently as a result of the</p><p>learning experience. </p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>LEARNING OUTCOMES OF STUDENT-CENTRED LEARNING</p><p>By the end of this modules: </p><p>you (the student) will be able to:</p><p>1. Recognise the structures</p><p>of the heart </p><p>2. Critique one of Yeats </p><p>poems </p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>LEARNING OUTCOMES OF TEACHER-CENTRED LEARNING</p><p>The course will cover:</p><p>1. The anatomy of the heart </p><p>2. A selection of Yeats </p><p>poems </p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>Strategies in Student-Centred Learning </p><p>Practices</p><p>1. Make the student more active in acquiring </p><p>knowledge and skills and might include </p><p>exercises in class, fieldwork, use of CAL </p><p>(computer assisted learning) packages </p><p>etc.</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>Strategies in Student-Centred Learning </p><p>Practices</p><p>2. Make the student more aware of what</p><p>they are doing and why they are doing</p><p>it.</p><p>3. The focus is on interaction, such as</p><p>the use of tutorials and other </p><p>discussion groups and on</p><p>transferable skills.</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>TEACHING METHODS OF STUDENT-CENTRED LEARNING (outside of the lecture format)Independent projects </p><p>Group discussion </p><p>Peer mentoring of other students </p><p>Debates </p><p>Field-trips </p><p>Practicals</p><p>Reflective diaries, learning journals </p><p>Computer assisted learning </p><p>Choice in subjects for study/projects </p><p>Writing newspaper article </p><p>Portfolio development </p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>TEACHING METHODS OF STUDENT-CENTRED LEARNING (in the lecture format)</p><p>Buzz groups (short discussion in twos) </p><p>Pyramids/snowballing (Buzz groups continuing the discussion into</p><p>larger groups) </p><p>Cross-overs (mixing students into groups by letter/number </p><p>allocations) </p><p>Rounds (giving turns to individual students to talk) </p><p>Quizes</p><p>Writing reflections on learning (3/4 minutes) </p><p>Student class presentations </p><p>Role play </p><p>Poster presentations </p><p>Students producing mind maps in class </p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>ASSESSMENTOF STUDENT-CENTRED LEARNING </p><p>DIFFICULTIES</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>a)that the giving of marks and grades are </p><p>over emphasized, while the giving of advice </p><p>and the learning function are under </p><p>emphasized, </p><p>b)pupils are compared with one another </p><p>which highlights competition rather than </p><p>personal improvement. </p><p>REASONS OF DIFFICULTIES IN DOING THE ASSESSMENT</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>EXAMPLES OF STUDENT-CENTRED ASSESSMENT</p><p>Diaries, logs and journals </p><p>Portfolios </p><p>Peer/self assessment </p><p>Learning contracts and negotiated</p><p>assessment </p><p>Projects </p><p>Group work </p><p>Profiles </p><p>Skills and competencies </p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>PROCESSES OF STUDENT-CENTRED </p><p>ASSESSMENT1. Involving students at the stage when the task is set:</p><p>Choosing the assessment task</p><p>Setting the assessment task </p><p>Discussion the assessment criteria </p><p>Setting the assessment criteria </p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p><p>2. Involving students at the stage after the task is completed:</p><p>Making self-assessment comments Making peer-assessment feedback comments Suggesting self-assessment grades/marks Negotiating self-assessment grades/marks Assigning self-assessment grades/marks Assigning peer-assessment grades/marks </p><p>PROCESSES OF STUDENT-CENTRED </p><p>ASSESSMENT</p></li><li><p>Rida Wahyuningrum English Department</p><p>Adi Buana PGRI University, Surabaya</p></li></ul>

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