The document compares teacher-centered and learner-centered paradigms of education. In a teacher-centered paradigm, knowledge is transmitted from the professor to passive students, and assessment focuses on right answers. In a learner-centered paradigm, students actively construct knowledge through gathering information and solving problems, and assessment promotes and diagnoses learning through methods like projects and portfolios. The learner-centered approach emphasizes using knowledge in real-world contexts and collaborative learning over individual competitiveness.
Creating a learner centered classroom, looking at how it relates to the teaching and learning framework and where the focus areas are going to be for the year.
Creating a learner centered classroom, looking at how it relates to the teaching and learning framework and where the focus areas are going to be for the year.
A Study of the Effectiveness of Self-Instructional Material (SIM) for Higher ...RHIMRJ Journal
The present study was aimed to find the effectiveness of Self-instructional Materials (SIM). Comparison of the
increased learning through SIM and through Direct Teaching was done in this study to know about the effectiveness of SIM at
Higher Education. The results did not show significant difference between two groups’ learning outcomes. However, various
factors are involved in learning activity. Factors like students’ attention, effectiveness of direct teaching etc. do affect the level
of learning. So, depending upon the above factors and quality of Self-instructional Material, the level of learning may differ.
Interdisciplinary teaching and learning- objectives and assessmentAbhishek Nayan
There are several approaches of education like Interdisciplinary, Cross disciplinary and Multidisciplinary apprach. Interdisciplinary approach uses methods and concepts from different discipline to achieve its aims and objectives. Check the slides to know more.
Presented in this power point is the difference between the Teacher-Centered Instruction and the Student-Centered Instruction in terms of Content, Instruction, Classroom Environment, Assessment and Technology.
This content consists of ' Assessment in Pedagogy of Education' presented by Dr. V. Sasikala Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
A Study of the Effectiveness of Self-Instructional Material (SIM) for Higher ...RHIMRJ Journal
The present study was aimed to find the effectiveness of Self-instructional Materials (SIM). Comparison of the
increased learning through SIM and through Direct Teaching was done in this study to know about the effectiveness of SIM at
Higher Education. The results did not show significant difference between two groups’ learning outcomes. However, various
factors are involved in learning activity. Factors like students’ attention, effectiveness of direct teaching etc. do affect the level
of learning. So, depending upon the above factors and quality of Self-instructional Material, the level of learning may differ.
Interdisciplinary teaching and learning- objectives and assessmentAbhishek Nayan
There are several approaches of education like Interdisciplinary, Cross disciplinary and Multidisciplinary apprach. Interdisciplinary approach uses methods and concepts from different discipline to achieve its aims and objectives. Check the slides to know more.
Presented in this power point is the difference between the Teacher-Centered Instruction and the Student-Centered Instruction in terms of Content, Instruction, Classroom Environment, Assessment and Technology.
This content consists of ' Assessment in Pedagogy of Education' presented by Dr. V. Sasikala Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Professional Development & Accountability in Nursing
Teacher centeredvslearnercenteredparadigms
1. Teacher-centered vs. Learner-centered paradigms
Comparison of Teacher-centered and Learner-centered paradigms
(Learner-Centered Assessment on College Campuses by Huba and Freed 2000)
Teacher-Centered Paradigm Learner-Centered Paradigm
Knowledge is transmitted from professor to students Students construct knowledge through gathering and
synthesizing information and integrating it with the general
skills of inquiry, communication, critical thinking, problem
solving and so on
Students passively receive information Students are actively involved
Emphasis is on acquisition of knowledge outside the
context in which it will be used
Emphasis is on using and communicating knowledge
effectively to address enduring and emerging issues and
problems in real-life contexts
Professor’s role is to be primary information giver and
primary evaluator
Professor’s role is to coach and facilitate
Professor and students evaluate learning together
Teaching and assessing are separate Teaching and assessing are intertwined
Assessment is used to monitor learning Assessment is used to promote and diagnose
learning
Emphasis is on right answers Emphasis is on generating better questions and learning
from errors
Desired learning is assessed indirectly through the use of
objectively scored tests
Desired learning is assessed directly through
papers, projects, performances, portfolios, and the
like
Focus is on a single discipline Approach is compatible with interdisciplinary investigation
Culture is competitive and individualistic Culture is cooperative, collaborative, and supportive
Only students are viewed as learners Professor and students learn together
2. Teacher-centered vs. Learner-centered paradigms
TEACHING-CENTERED versus LEARNING-CENTERED instruction
(Assessing Academic Programs in Higher Education by Allen 2004)
Concept Teacher-Centered Learner-Centered
Teaching goals • Cover the discipline • Students learn:
o How to use the discipline
o How to integrate disciplines to solve
complex problems
o An array of core learning objectives,
such as communication and information
literacy skills
Organization of
the curriculum
• Courses in catalog • Cohesive program with systematically created
opportunities to synthesize, practice, and
develop increasingly complex ideas, skills, and
values
Course structure • Faculty cover topics • Students master learning objectives
How students
learn
• Listening
• Reading
• Independent learning, often in
competition for grades
• Students construct knowledge by integrating
new learning into what they already know
• Learning is viewed as a cognitive and social
act
Pedagogy • Based on delivery of information • Based on engagement of students
Course delivery • Lecture
• Assignments and exams for summative
purposes
• Active learning
• Assignments for formative purposes
• Collaborative learning
• Community service learning
• Cooperative learning
• Online, asynchronous, self-directed learning
• Problem-based learning
Course grading • Faculty as gatekeepers
• Normal distribution expected
• Grades indicate mastery of learning
objectives
Faculty role • Sage on the stage • Designer of learning environments
Effective teaching • Teach (present information) well and
those who can will learn
• Engage students in their learning
• Help all students master learning objectives
• Use classroom assessment to improve
courses
• Use program assessment to improve
programs