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Student centered learning
This document discusses student-centered learning approaches that focus on meeting individual student needs and interests. Student-centered learning places students at the heart of the learning process by allowing them to learn in a flexible, experiential, and self-directed manner. It reduces waste by not requiring students to learn what they already know or are uninterested in. Student-centered learning gives students more choice and control over their education compared to traditional teacher-centered models.
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Introduction to the concept of Student-Centered Learning by Olga Shkrabachenko at Kharkiv.
Emphasizes placing learners at the center, meeting their needs, and reducing waste.
Explores flexible, experiential, and self-directed learning as core elements.
Discusses the 'what', 'how', and 'why' of Student-Centered Learning.
Comparative analysis of Teacher-Centered vs Student-Centered Learning styles.
Lists diverse methods of implementing Student-Centered Learning practices.
Importance of involving students in the assessment process for better engagement.
Identifies challenges such as motivation, slower pace, individual learning needs, and resources.
Contrasts characteristics of Teacher-Centered and Learner-Centered instruction.
Closing remarks and gratitude for attention.
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Student centered learning
- 1. Student- Centered Learning Olga Shkrabachenko Kharkiv sanatorium complex #13
- 2. ‘Placing learners atthe heart of the learning process and meeting their needs, is taken to a progressive step in which learner-centered approaches mean that persons are able to learn what is relevant for them in ways that are appropriate. Waste in human and educational resources is reduced as it suggested learners no longer have to learn what they already know or can do, nor what they are uninterested in’. (Edwards R).
- 3. Student-Centered Learning flexiblelearning experiential learning self-directed learning
- 4.
- 6. Teacher-centered Learning Student-centeredLearning Low level of student choice High level of student choice Student passive Student active Power is primarily with teacher Power primarily with the student
- 7. Examples of SCLmethods Outside of the lecture format In the Lecture Independent projects Buzz groups (short discussion in twos) Group discussion Pyramids/snowballing (Buzz groups continuing the discussion into larger groups) Peer mentoring of other students Cross-overs (mixing students into groups by letter/number allocations) Debates Rounds (giving turns to individual students to talk) Field-trips Quizes Practicals Writing reflections on learning (3/4 minutes) Reflective diaries, learning journals Student class presentations Computer assisted learning Role play Choice in subjects for study/projects Poster presentations Writing newspaper article Students producing mind maps in class Portfolio development
- 8. Assessment process andstudent-centered learning Involving students at the stage when the task is set: •Choosing the assessment task •Setting the assessment task •Discussion the assessment criteria •Setting the assessment criteria Involving students at the stage after the task is completed: •Making self-assessment comments •Making peer-assessment feedback comments •Suggesting self-assessment grades/marks •Negotiating self-assessment grades/marks •Assigning self-assessment grades/marks •Assigning peer-assessment grades/marks
- 9. Main challenges motivation slower in their study individual learner limited resources
- 10. Teacher vs. Learner-CenteredInstruction Teacher-Centered Learner-Centered Focus is on instructor Focus is on both students and instructor Focus is on language forms and structures (what the instructor knows about the language) Focus is on language use in typical situations (how students will use the language) Instructor talks; students listen Instructor models; students interact with instructor and one another Students work alone Students work in pairs, in groups, or alone depending on the purpose of the activity Instructor monitors and corrects every student utterance Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise Instructor answers students’ questions about language Students answer each other’s questions, using instructor as an information resource Instructor chooses topics Students have some choice of topics Instructor evaluates student learning Students evaluate their own learning; instructor also evaluates Classroom is quiet Classroom is often noisy and busy
- 11. Thank you for attention