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Student centered learning
This document discusses the student-centered approach to learning. It presents several key beliefs: that students learn in different ways, learning is an active process, students are engaged when involved, and knowledge is built internally. The workshop teaches the characteristics of student-centered classes, where students do 80% of the work and teachers organize 20%. An activity checklist is provided to ensure activities include prediction, self-discovery, involvement, application of knowledge, and varied interaction patterns. Benefits of the student-centered approach for both students and teachers are outlined.
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Student centered learning
- 1. STUDENT CENTERED APPROACH By Fabiola Cabello R. R
- 2. BELIEFS ABOUT LEARNING Students learn in different ways
- 3. BELIEFS ABOUT LEARNING Learningis an active dynamic process
- 4. BELIEFS ABOUT LEARNING Students respond well when they are involved
- 5. BELIEFS ABOUT LEARNING Ss learn with guidance, not prescriptions
- 6. BELIEFS ABOUT LEARNING Knowledge is internal;Ss build it
- 7. By the endof this workshop we will all be able to provide the answers to the questions previously raised
- 8. WORK IN PAIRS: Watch the demo classes and take notes of the characteristics of each one. Discuss the insights with your peers
- 9. COMPARE THIS PICTURETO THE TWO CLASSES YOU HAVE JUST WATCHED
- 10. DISCUSS IN PAIRS: Inyour class… Who produces more? You, as a teacher or…. your students?
- 11. OLD TRADITIONAL APPROACH: Most class time is spent with the teacher lecturing and the students watching and listening.
- 12. Students work individually on assignments, and cooperation is discouraged. Activities have no meaningful purpose.
- 13. WE CAN GETTHIS RESULT: Or… maybe this one!
- 14. Student-centered methods shift the focus of activities from the teacher to the learners. KEY WORDS: Active learning create brainstorm solve problems explain discusS debate answer questions formulate questions of their own
- 15. MAIN CHARACTERISTICS OF ASTUDENT CENTERED CLASS Ss are active doers: Ss own 80% of the lesson Teachers are organizers: Little time on TTT (20% of the lesson)
- 16. A Checklist weshould meet in order to achieve a SCL: When thinking about activities and tasks to include in our LPs…
- 17. A Checklistfor meeting a SCL: The activity or task must contain… Prediction Self-discovery Lesson involvement Knowledge application Varied Ss’ interaction patterns
- 18. WE CAN achievethis checklist through different kinds of activities: GAMES/SONGS WITH LEARNING VALUE TASKS ACTIVITIES WITH VARIED INTERACTION PATTERNS
- 19. KEEP IN MIND… ”All of the tasks and activities that teachers prepare must facilitate a positive and effective learning environment.” environment.
- 22. “ PRESENT A SC ACTIVITY: Using a page of your book demonstrate a SC activity. Take into consideration the checklist and characteristics mentioned: Prediction Self-discovery Lesson involvement Knowledge application Varied Ss’ interaction patterns
- 23. NOW WE ARESTUDENTS
- 24. TCL vs. SCL S3 S1 S2
- 25. ANALYSIS AND REFLECTION: Work with your partner and make a list of conclusions based on the answer to the questions disccussed at the beginning: How can we find out the different ways our students learn? How can we get our students engage in learning? How can we involve SS? How can SS be encouraged to try things out and discover? What’s the teacher’s role?
- 26. Benefits of SCL Students can work in small groups, at school / home have access to more materials are directly involved in what they study take ownership of their learning are more motivated and committed Teachers act as facilitators / guides help ss to work out learning strategies develop ss’ research ability
- 27. A good teacheris one who makes himself progressively unnecessary. ~Thomas Carruthers
- 29. REFERENCES: http://ehlt.fliners.edu.au/education/DLiT/2002/environ s/scott/stucteac.htm http://shambles.net/pages/staff/EAL_ESL/ http://www.2vobs.at/methods/communicative _language_teaching
Editor's Notes
- #3 Have Teachers work in pairs and support each of the beliefs regarding ESL with an example
- #4 Have Teachers work in pairs and support each of the beliefs regarding ESL with an example
- #5 Have Teachers work in pairs and support each of the beliefs regarding ESL with an example
- #6 Have Teachers work in pairs and support each of the beliefs regarding ESL with an example
- #7 Have Teachers work in pairs and support each of the beliefs regarding ESL with an example
- #10 Metaphore : Ts are to compare this picture to the demo classes. Who’s the director? Who are the musicians? What’s the role of the director of the orchestra? What’s the role of the musicians?
- #26 Go back to slides 2-3-4-5-