The document discusses the student-centered classroom approach. It defines this approach as focusing on student learning rather than teacher teaching, and includes varied teaching methods. The approach has value in increasing student engagement, learning, and self-development skills. It is based on theories around the functions of content, the teacher's role in fostering learning, student responsibility for learning, formative assessment, and balancing power between teachers and students. The document provides examples of implementing techniques like involving students and reducing teacher talk.

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]