Student centered teaching

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  • 1. Student-Centered Classroom Abdeslam Badre 06/26/10 Abdeslam Badre - [email_address] Outline
  • 2. Outline:
    • Introduction: Defining Student-centered Approach
    • The value of the Approach
    • The underlying theories constituting the Approach
    • Implementation techniques of the Approach
    06/26/10 Abdeslam Badre - [email_address] In one minute
  • 3. In one minute
    • What is Student-Centered Teaching Approach?
    06/26/10 Abdeslam Badre - [email_address] Task 1
  • 4. TASK 1 06/26/10 Abdeslam Badre - [email_address] Definition
  • 5. Learning centered teaching
    • Focuses on student learning rather than the teacher’s teaching
    • Includes eclectic teaching method
    06/26/10 Abdeslam Badre - [email_address] Myth
  • 6. Myths about learning centered teaching
    • Can only be implemented in small classes
    • Can only be implemented in upper level or graduate classes
    • Reduces the rigor of the courses
    06/26/10 Abdeslam Badre - [email_address] value of the method
  • 7. Why implementing learning centered teaching?
    • Increases student engagement with the content
    • Increases student learning and long-term retention
    • Students develop meta-learning strategies
    • Fosters students self-realization skills
    06/26/10 Abdeslam Badre - [email_address] 5 underlying aspects
  • 8. The underlying theories constituting the approach
    • TASK 2
    06/26/10 Abdeslam Badre - [email_address] 5 underlying aspects
  • 9. 06/26/10 Abdeslam Badre - [email_address]
  • 10. The functions of content
    • In addition to building a knowledge base, the content facilitates students to:
    • Practice using ways of thinking in the discipline
    • Optimizes problems-solving skills
    • Understand the function of the content
    • Build discipline-specific learning methodologies
    • Build an appreciation for value of content
    06/26/10 Abdeslam Badre - [email_address] role of teacher
  • 11. The role of the teacher
    • The teacher should create an environment that:
    • Fosters students learning
    • Accommodates different learning styles
    • Motivates students to accept responsibility for learning
    • Explicitly aligns objectives, teaching methods and assessment consistently
    • Utilizes multiple teaching techniques appropriate for student learning goals
    • Designs activities in which students interact with the material, the teacher and each other
    • Inspires and encourages student ownership of learning
    06/26/10 Abdeslam Badre - [email_address] responsibility of learners
  • 12. The responsibility of learners
    • Responsibility is shared between the teacher and the students
    • Students develop learning skills for further learning
    • become self-directed lifelong learners
    • can and do assess their own learning
    • become proficient at self-assessment
    06/26/10 Abdeslam Badre - [email_address] purpose of evaluation
  • 13. The purposes of evaluation
    • Formative assessment with constructive feedback
    • Peer and self-assessment
    • Students encouraged to justify their answers
    • Students and teachers agree on feedback timeframes
    • Authentic assessment is used throughout
    06/26/10 Abdeslam Badre - [email_address] balance of power
  • 14. The Balance of Power
    • Students are encouraged to explore additional content
    • Students are encouraged to express alternative perspectives whenever appropriate
    • Policies, deadlines are negotiated
    • Students take advantage of opportunities to learn
    • Most importantly reduces the affective filter, especially among introvert learners.
    06/26/10 Abdeslam Badre - [email_address] implementations
  • 15. Implementation Techniques
    • Provide CLEAR and Precise instructions of every activity
    • Involve students in the various phases of the teaching-learning process
    • Adapt activities consistent with student’s age/level/and interests
    • Involve students in Designing class activities
    • Provide students with prerequisite materials for task accomplishments
    • Try to reduce your TTT as well as your interventions
    • Encourage peer collaboration whenever you are called on.
    06/26/10 Abdeslam Badre - [email_address] lets do it
  • 16. Lets Do It!!
    • TASK 3
    06/26/10 Abdeslam Badre - [email_address]
  • 17. Good Luck! 06/26/10 Abdeslam Badre - [email_address]