A gentle introduction to student centered approaches for Cambodian science teacher trainers during the opening day of a 5-day workshop on student-centered learning.
7. Changing role of teacher
Teacher functions as facilitator and coach
8. Definition
• Lea et al. (2003:322) characterizes student–centered
learning as:
1. Reliance on active rather than passive learning,
2. Emphasis on deep learning and understanding,
3. Increased responsibility and accountability on the part of the
student,
4. An increased sense of autonomy in the learner
5. Interdependence between teacher and learner,
6. Mutual respect within the learner teacher relationship,
7. A reflexive approach to the teaching and learning process on the
part of both teacher and learner.’
10. How to make lessons student-centered?
• Make the student more active in acquiring knowledge
and skills
• Make the student more aware of what they are doing
and why they are doing it.
• Make students more interacting with each other
• Develop students’ transferable skills.
11. How to make lessons student-centered?
Technique Student-centered character
Flash cards Active reading & writing
3-2-1 sheets Self-Assessment
Clozed worksheets Active reading
Jigsaw technique Increased involvement
Creative writing Increased autonomy
Cornell Note Taking Transferable skills
2-minute papers Reflection
Agreement Circles Peer learning
Moral Continuum Student interests
Donut technique Transferable skills
Fishbowl Teacher as facilitator
Concept Tests Deep learning
Concept Cartoons Peer learning
Educational Games Student involvement
12. Criticism for SCA
• It takes more time
• Not suitable for large class sizes
• Not enough learning materials
• Students expect teacher-centered instruction
13. Workshop programme
• Active reading & writing skills
• Reasoning skills
• Conceptual thinking
• Group work activities
• Educational games
• Low-cost experiments
• Analogies & Models
• Scientific Method
• Use of science posters
• Integrate life skills in science
14. Want more?
• Available on request
– O’Neill, G. and McMahon, T. (2005)
– Lea, S.J., Stephenson, D. and Troy, J. (2003)
Notes de l'éditeur
Students take central position in learning process, not teachers or school administrators.students are capable of achieving life-long learning goals, which can further enhance student motivation in the classroom. Relate to daily life increases motivation
Problem Based Learning, through the use of problems/issues/triggers, encourages the students to developtheir own learning goals, thereby filling in the gaps in their knowledge or understanding (Boud and Feletti 1997). A growing practice in course design internationally is the writing of learning outcomes/objectives focusing on what the student will be able to do, rather than on the content being covered by the teacher (UCD Centre for Teaching and Learning 2005). This practice is an example of the move towardsstudent–centred learning in the curriculum and helps to shift the emphasis on the learner as opposed to a coverage model by the teacher.
Strengthens student motivationPromotes peer communicationTeaching strategies to accommodate individual needsLittle research on effectiveness LCA in developing countries.
Active participation in learning processTeacher give students opportunities to apply knowledge/skills/ attitudes through a variety of activities
First check for barriers to introduce SCA with participants.Briefly discuss each criticism or (if no time) refer to workshop sessions.Explain that each criticism has its merit, and it’s important to keep them in mind.Student expectations: based on research.- Prosser and Trigwell (2002) highlight different belief systems between teachers and students. Students should also change their views on learning.