Student centered teaching


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Student centered teaching

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