1. MGT 315 :
CREATIVE AND
CRITICAL THINKING
AYUANIRA
HAZAMIMI AZIRA
NOOR AMALINA
NUR DIANA
(BM1115B)
Lecturer VS. Student Centered Slide BM1115B

2. Lecturer Centered
VS
Student Centered
Lecturer VS. Student Centered Slide BM1115B

3. Lecturer VS. Student Centered Slide BM1115B

4. DEFINITION
Lecturer Centered
Knowledge is transmitted from professor to
students
Reinforcing passive learning
Rote memorization
Assessment is used to monitor learning
Only student are view as learner
Teaching and assessing are separate
Practices are focus of the session
Lecturer VS. Student Centered Slide BM1115B

5. Student Centered
 Student construct knowledge through gathering
synthesizing information and integrating it with the
general skill of inquiry, communication, critical
thinking, problem solving and so on.
 Student are actively involved
 Emphasis is on using and communicating knowledge
affectively to address enduring and emerging issues
and problem in real life contexts.
 Professor’s role is coach and facilitate.
 Professor and student evaluate and learning together.
 Assessment is used to promote and diagnose learning
Lecturer VS. Student Centered Slide BM1115B

6. Lecturer Centered Student Centered
Focus is on instructor Focus is on both students and instructor
Focus is on language forms and structures (what the Focus is on language use in typical situations (how
instructor knows about the language) 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 Students talk without constant instructor
utterance monitoring; instructor provides feedback/correction
when questions arise
Instructor answers students’ questions about Students answer each other’s questions, using
language 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 Lecturer VS. Student Centered Slide BM1115B noisy and busy
Classroom is often

7. LECTURER CHARACTERISTIC
 Lecturer talk exceed student talk during instruction
 Instruction occurs frequently with the whole class,
small group or individual instruction occurs less
often
 Use of class time is largely determined by the
lecturer
 The lecturer rely heavily upon the textbook or slide to
guide and instructional decision making
 The classroom furniture is usually arranged into rows
of desk or chair.
Lecturer VS. Student Centered Slide BM1115B

8. STUDENT CENTERED
 Student talk about learning task is at least equal to,
if not greater than, lecturer talk.
 Student help and choose and organize the content to
be learned
 Lecturer permit student to determined, partially or
wholly, rules or behavior or classroom reward and
penalties
 Used these material is schedule either by lecturer or
in consultation with student for at least half of the
academic table available
Lecturer VS. Student Centered Slide BM1115B

9. CONCLUSION
 Finally its doesn’t matter what approach that
lecturer use. The most important thing is what the
objectives of the teaching learning process and how
to achieve it. In fact, in affective teaching learning
process, the lecturer has planned the content of all
activities and has set time limit on them. Lecturer
should still in control of student learning activities.
Student must seriously focus on the learning. The
two approach is depend on the lecturer and choose
the right time to apply.
Lecturer VS. Student Centered Slide BM1115B

10. Lecturer VS. Student Centered Slide BM1115B