This document discusses student-centered learning (SCL) and its key principles: - SCL promotes active, deep learning through communication between students and teachers who view students as active participants in their own education. It fosters skills like problem-solving and critical thinking. - SCL is grounded in constructivist learning theories from thinkers like Dewey, Rogers, Piaget, and Knowles. - The main elements of SCL include active learning, student autonomy and responsibility, interdependence between teachers and students, and a reflexive approach. - Nine underlying principles of SCL emphasize that it is an ongoing process that varies between students, gives students choice and control over their learning, and

1. Student-Centred Learning?Student-Centred Learning?
OpiskelijakeskeinenOpiskelijakeskeinen
oppiminen?oppiminen?
Jussi Välimaa, ProfessorJussi Välimaa, Professor
Finnish Institute for Educational ResearchFinnish Institute for Educational Research
University of JyväskyläUniversity of Jyväskylä

2. Student-centred LearningStudent-centred Learning
• ““Student-Centred Learning represents both a mindsetStudent-Centred Learning represents both a mindset
and a culture within a given higher educationand a culture within a given higher education
institution and is a learning approach which isinstitution and is a learning approach which is
broadly related to and supported by constructivistbroadly related to and supported by constructivist
theories of learning. It is characterised by innovativetheories of learning. It is characterised by innovative
methods of teaching which aim to promote learningmethods of teaching which aim to promote learning
in communication with teachers and other learnersin communication with teachers and other learners
and take students seriously as active participants inand take students seriously as active participants in
their own learning, fostering transferable skills suchtheir own learning, fostering transferable skills such
as problem-solving, critical thinking and reflectiveas problem-solving, critical thinking and reflective
thinking.”thinking.” (SCL-Toolkit 2010, p. 5)(SCL-Toolkit 2010, p. 5)

3. Some Intellectual BackgroundsSome Intellectual Backgrounds
• SCL was credited to Hayward as early as 1905SCL was credited to Hayward as early as 1905
(Dewey1956)(Dewey1956)
• => into a theory of education in the 1980s by Carl=> into a theory of education in the 1980s by Carl
RogersRogers
• This approach has also been associated with the workThis approach has also been associated with the work
of Piaget (developmental learning) and Malcolmof Piaget (developmental learning) and Malcolm
Knowles (self-directed learning).Knowles (self-directed learning).

4. The Main Elements of SCLThe Main Elements of SCL
• The reliance onThe reliance on active rather than passive learningactive rather than passive learning;;
• An emphasis onAn emphasis on deep learning and understandingdeep learning and understanding;;
• Increased responsibility and accountabilityIncreased responsibility and accountability on the part ofon the part of
the student;the student;
• AnAn increased sense of autonomyincreased sense of autonomy in the learner;in the learner;
• AnAn interdependence between teacher and learnerinterdependence between teacher and learner;;
• Mutual respect within the learner-teacherMutual respect within the learner-teacher relationship; andrelationship; and
• AA reflexive approach to the teaching and learning processreflexive approach to the teaching and learning process
on the part of both teacher and learner. (Lea et al, 2003)on the part of both teacher and learner. (Lea et al, 2003)

5. Underlying PrinciplesUnderlying Principles
• Principle I: SCL requires an OngoingPrinciple I: SCL requires an Ongoing
Reflexive ProcessReflexive Process
• PrinciplePrinciple II: SCL does not have a ‘One-Size-II: SCL does not have a ‘One-Size-
Fits-All’ SolutionFits-All’ Solution
• Principle IIPrinciple IIII: Students have Different: Students have Different
Learning StylesLearning Styles
• Principle IV: Students have Different NeedsPrinciple IV: Students have Different Needs
and Interestsand Interests

6. Underlying PrinciplesUnderlying Principles
• Principle V: Choice is Central to Effective LearningPrinciple V: Choice is Central to Effective Learning
in SCLin SCL
• Principle VI: Students have Different ExperiencesPrinciple VI: Students have Different Experiences
and Background Knowledgeand Background Knowledge
• Principle VII: Students should have Control OverPrinciple VII: Students should have Control Over
their Learningtheir Learning
• Principle VIII: SCL is about ‘Enabling’ notPrinciple VIII: SCL is about ‘Enabling’ not
‘Telling’‘Telling’
• Principle IX: Learning needs Cooperation betweenPrinciple IX: Learning needs Cooperation between
Students and StaffStudents and Staff

7. Tehtävä 1:Tehtävä 1:
• Mieti paperilla, itseksesi:Mieti paperilla, itseksesi:
Mikä on paras opiskelijakeskeinenMikä on paras opiskelijakeskeinen
oppimiskokemukseni?oppimiskokemukseni?
• Aikaa n. 5 minAikaa n. 5 min

8. Tehtävä 2 (pareittain):Tehtävä 2 (pareittain):
• Kerro parillesi, mitkä ovat parhaatKerro parillesi, mitkä ovat parhaat
opiskelijakeskeiset oppimiskokemukset?opiskelijakeskeiset oppimiskokemukset?
• Parisi kuuntelee ja kirjaa asiat ylösParisi kuuntelee ja kirjaa asiat ylös
• Vaihtakaa kertojan ja kuuntelijan/kirjaajanVaihtakaa kertojan ja kuuntelijan/kirjaajan
roolit, kun keskeiset asiat on kerrotturoolit, kun keskeiset asiat on kerrottu
• Aikaa n. 10 min.Aikaa n. 10 min.

9. Tehtävä 3 (ryhmissä):Tehtävä 3 (ryhmissä):
• Keskustelkaa ja tuottakaa parhaatKeskustelkaa ja tuottakaa parhaat
ehdotukset siitä, miten opiskelijakeskeinenehdotukset siitä, miten opiskelijakeskeinen
oppiminen toteutuu käytännössä.oppiminen toteutuu käytännössä.
• Valitkaa raportoijaValitkaa raportoija
• Aikaa n. 15 min.Aikaa n. 15 min.

10. •