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By Svitlana Babak School of Moryntsi Korsun-Shevchenkivskiy district Cherkasy region 2014

Learner-centered approach

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Page 1: Learner-centered approach

By Svitlana BabakSchool of Moryntsi

Korsun-Shevchenkivskiy districtCherkasy region

2014

Page 2: Learner-centered approach

The process of active learning

is illustrated by a Chinese proverb:

Tell me, and I’ll forget.Show me, and I’ll remember.Involve me, and I’ll learn.

Page 3: Learner-centered approach

There are lots of characteristics of learner-centred instruction:

students are active participants in their learning

they themselves make decisions about what they will learn and how

they construct new knowledge and skills

students work in collaboration

students monitor their own learning.

Page 4: Learner-centered approach

Why are learner-centered activities necessary?

Page 5: Learner-centered approach

Learner-centered learning works best through pair and group work.

“Students have equal responsibility for performing a task and find it difficult to “hide” in a small group”

H. D. Brown

Page 6: Learner-centered approach

Five basic principles of group work Five basic principles of group work

Equalparticipation

Groupprocessing

Face-to-face interaction

Positiveinterdependence

Individual accountability

Face-to-face interaction

Individual accountability

Positiveinterdependence

Face-to-face interaction

Individual accountability

Equalparticipation

Positiveinterdependence

Face-to-face interaction

Individual accountability

Groupprocessing

Equalparticipation

Positiveinterdependence

Face-to-face interaction

Individual accountability

Page 7: Learner-centered approach

Some ways to create the feeling are to:

establish mutual goals

give joined rewards

provide a task structure that involves a division

of labor

provide shared materials and information

assign roles

Positive interdependence

Page 8: Learner-centered approach

Can be achieved through:

use of structures for achievement (mini-topics numbered expert roles)

participations (summery, reflection)

listening (sharing ideas)

a structure that allows for individual evaluations.

Individual accountability

Page 9: Learner-centered approach

Can be accomplished by allocating turns or timed contributions,

or division of labor.

Equal participation

Page 10: Learner-centered approach

When students interact with other students

it maximizes student involvement and aidsin concept development.

For interaction to be productive,students must learn

communication skills and key vocabulary.

Face-to-face interaction

Page 11: Learner-centered approach

Students need time and procedures to analyze how well their group is

functioning.

Group processing

Page 12: Learner-centered approach

Series of activities

Jigsaw activities1.Divide a text into three or four parts. Also divide

your class into 3 or 4 groups according to the parts of the text. Assign each group a section of a text.

2.Students in their groups read their section and discus what they understood. In every group they know only 1 part of the text.

3.Then students write out 2 questions to their part of the text.

Page 13: Learner-centered approach

4.Form new groups of students so that in new groups there is one representative from all previous groups. Now everyone in every group can learn the whole contents of the text from each other.

5.They answer each other questions.

6.At the end of the activity give a quiz to check my students’ knowledge of the text. In this way I motivate my students to work hard in the groups.

Page 14: Learner-centered approach

Personalized name tags/interview

Each student receives a blank name tag to be completed as directed by the teacher.

1.Students have 5 minutes to fill in their name tags with the information listed below.

NAME TAGa)First name, last name.b)Three hobbies, interests; career goals.c)Three favorite foods; two favorite classes.

Page 15: Learner-centered approach

3. Student 1 uses the completed name tag to introduce himself or herself to Student 2 while Student 3 does the same with Student 4. Reverse the procedure, 2 to 1 and 4 to 3. Allow one minute for each introduction. Time it carefully.

4. Student 1 introduces Student 2 to the whole team using his or her name tag. Student 2 introduces Student 1 to the whole team. Student 3 introduces Student 4 and Student 4 introduces Student 3. Again, provide one minute for each introduction.

Page 16: Learner-centered approach

1.The teacher assigns roles to each team member (e.g. writer, reporter, time keeper, facilitator).

2.Team members have 5 minutes to discuss things that they all have in common such as family members, pets, interests, travel, and so on.

3.Teams discuss their commonalities and choose the 5 most interesting ones. The writer lists the team’s 5 commonalities on a shit of paper.

4.Teams share the things they have in common with other teams or with the whole class.

5. The teacher posts commonalities on the board with each teams name so that others may read them later.

Commonalities

Page 17: Learner-centered approach

1.Students brainstorms activities they could do on a Saturday night. This might be done as a webbing activity. In a webbing activity, the central idea takes the form of a verb with lines representing related ideas emanating from it and from each other.

2.Each team compares its list of activities with other teams or with the entire class.

Problem Solving Activity

Page 18: Learner-centered approach

3.The teacher announces that each team has $100.00 to spend on Saturday night. Team members must decide what they will do together to spend the money. Team members discuss their ideas and the writer lists planed activities and cost of each.

4.The reporter on each team shares the decisions of its team with the rest of the class. This may be done simultaneously by having the reporters list projected budgets on the blackboard.

5.Team activities can be posted on notice boards.

Page 19: Learner-centered approach

K stands for What you/we know about something.W – What you/we want to know about something. L – What have you/we learned about something.

In this activity, students are given a topic. They make a table consisting of three columns KWL. They list what they already know about a given topic and write these facts in column K(know). In the second column W they write what they would like to learn or learn more about. A learning resource or activity is then performed. It can be a text to read, or a film to watch, acts. Following this learning, the students list what they have learned in the third column L.

KWL Activity

Page 20: Learner-centered approach

After completing a KWL activity, students will:

pre-assess their knowledge of a given topic

explore new knowledge of this topic

articulate new knowledge of the topic

Page 21: Learner-centered approach

Summary

All these activities help students build their knowledge of the language. They naturally stimulate and develop the students’ cognitive, linguistic and social abilities. Team work encourages students to engage in such high-level thinking skills as analyzing, explaining, synthesizing, and elaborating.

Page 22: Learner-centered approach

1. Brown H.D. Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice-Hall, 1994.

2. Cohen, Elizabeth G. Designing Groupwork: Strategies for the Heterogeneus Classroom. New York: Teachers College Press, 1994.

3. Johnson D.W., Johnson R., and Holubec E. Circles of Learning. Cooperation in the Classroom. Third Edition. Edina, Minn: Interaction Book Company, 1990.

4. Johnson, David W. and Roger T. Johnson. Learning Together and Alone. Cooperative, Competitive, and Individualistic Learning, Fourth Edition. Edina, Minn: Interaction Book Company, 1994.

5. Sharan, S., Sharan Y. Small-Group Teaching. Englewood Cliffts, NJ: Technology Publications, 1976.

6. Slavin, R. E. Cooperative Learning: Theory, Research, practice. Englewood Cliffs, NJ: Prentice-Hall, 1990.

References