Student-centered teaching methods focus on active learning where students solve problems, ask questions, and work collaboratively. These include cooperative learning, inquiry-based learning, and problem-based learning. Research shows student-centered methods lead to better learning outcomes than traditional teacher-centered lectures. The document then discusses several specific student-centered techniques like role modeling, computer-aided learning, discovery learning, and discussion-based learning. It emphasizes allowing student input and creativity while catering to individual needs.

1. Students Centred
Techniques
“Learn to Learn! Develop Your Autonomy in Learning!”

2. Learning the nature of the learning process, the individual's own perceptions,
thoughts and feelings eying the knowledge and experience of the meaning of the
discovery and configuration process. Therefore, learning to learn, student-centered
education is essential.
Student-centered teaching methods shift the focus of activity from the teacher to
the learners. These methods include active learning, in which students solve
problems, answer questions, formulate questions of their own, discuss, explain,
debate, or brainstorm during class; cooperative learning, in which students work in
teams on problems and projects under conditions that assure both positive
interdependence and individual accountability; and inductive teaching and
learning, in which students are first presented with challenges (questions or
problems) and learn the course material in the context of addressing the
challenges. Inductive methods include inquiry-based learning, case-based
instruction, problem-based learning, project-based learning, discovery learning,
and just-in-time teaching. Student-centered methods have repeatedly been shown
to be superior to the traditional teacher-centered approach to instruction, a
conclusion that applies whether the assessed outcome is short-term mastery, long-
term retention, or depth of understanding of course material, acquisition of critical
thinking or creative problem-solving skills, formation of positive attitudes toward
the subject being taught, or level of confidence in knowledge or skills.

3. What is student-centred learning?
Teaching in student-centred environment includes:
• language activities, techniques, methods where the students/learners
are the
focus and the teacher plays only a peripheral role;
• allowing students some control over the activity or some input into the
curriculum, thus encouraging student creativity;
• group work;
• allowing students to design their own assessment;
• catering for individual styles and needs of the learners;
• is thought to be intrinsically motivating and thus beneficial; and
• the role of the teacher is to monitor the students and give advice or
ideas so that
they may draw conclusions and solutions independently or cooperatively.

4.  Simulation Method
In this method, samples are created from real life for students (for example, a class to be converted into offices ,
laboratories, workshops , etc.). In this environment, problems or tasks are given to students. Students in the process of
doing business with the support of teachers use their knowledge and skills up.
 Demonstration Method
Any process is a visual representation of the process or steps. Oral presentation , display and consists of questions . After
telling the teacher to students in the form of individual or group applications are built . This method is a tool or how to
use a tool , used to teach how to do a transaction. Computer use either form of the filling.
Steps:
To arouse the interest of students.
Show by explaining slowly.
Subscribe students.
When they closely monitor and correct errors as appropriate.
If necessary, do it yourself once again.
Said method comprising:
• Inherently arouse interest in students.
• Provides of theory into practice.
• Written or verbal expression is more effective than.

5.  Role Remodeling Method
In this method, students are given real -life situations, and in these cases you need to do a task or solve a problem
exists . The selected tasks / problems should be from real life . The process of doing the job or problem -solving
methods depends entirely on the students' own knowledge and skills . Methods and results are open-ended . This
technique is most suitable for group work.
Advantages:
• Basic structure helps to see in practice.
• Similar to real-life situations in the event of transfer to the classroom environment.
• Thinking , independent research and execution re-built and students provides a better understanding of the real
problems.
• Participation and encourages diverse opinions and solutions.
 Computer Aided Education
This teaching method is directed to students' individual learning . However, this target goals determined by the
teacher according to a program should be established. Prepared by the school or training programs available in the
market is for this purpose . Teachers examine these programs should be knowledgeable about operating systems .
Only in this way can support the work of individual students.
 Discovery Method
Previously unknown to detect the expression of ideas is a method. Increases student’s mental effort. Ensures that the
information acquired more persistent.

6.  Irony Method
Students unorthodox events of life can bring and teaches that it should be prepared. Student's life easier
confronted surprised that allows you to accept and be more durable.
 Discussion Method
In a group where members face to face , under the guidance of a leader on a particular issue is the
planned and systematic process of interaction .
Students using the discussion method is more tolerant of different ideas and learn better social
assistance.
 Research Method
In this method, teachers, students, issues of interest to want to examine this issue from the students
themselves .Students using the discussion method is more tolerant of different ideas and learn better
social assistance.
 Test Method
In this method, using multiple senses for learning to occur , learning is more permanent .

7. Teacher - Student Interactive Methods
 Brainstorming
One problem, issue or question that comes to mind should be told about the first. What is important here as
everyone's ideas clearly, and you can be told. It is important that the nature of the quantity not ideas. There is no
good or bad idea. Every idea can be accepted.
This technique;
· Decision making,
with different approaches in finding solutions to problems
a new topic or concept is very useful in the promotion.
provides maximum student participation.
 Ask a Question Technique
In this technique the students to a subject-matter experts in an article with ideas they read or are obliged to
ask questions. A person skilled in the classroom as much as possible to try to guests. These individuals will
bring examples of real professional life. In relation to this activity, inform students and ask them to ask
questions.
 Think-Pair-Share
Students think about the answer to a question posed by the instructor, and then discuss the
question among each other. The instructor selects students to explain the consensus to the
class.

8.  One-minute papers
Given an open – ended question, students spend one minute writing their answers on index cards,
which are collected by the instructor. Often given at the en of class, the questions ask students
what was the most important concept they learned or what remains unclear.
 Interactive lecture demonstrations (ILDs)
Students make predictions about the outcome of a classroom demonstration. They then observe
the experiment or demonstration, describe the results, and discuss and reflect on the observed
outcome.
 Tutorial worksheets
Students work through guided-discovery worksheets that lead them through a chain of logic to
solve a problem or overcome a conceptual difficulty. Students complete the exercises in small
groups, while the instructor circulates among the groups to ask targeted questions or to facilitate
discussion.
 Problem – based learning
Students work in groups to solve complex, multifaceted, and realistic problems, researching and
learning necessary background material as needed.

10. This project has been funded with support from the European
Commission.
This publication [communication] reflects the views only of the
author, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.