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Transcript of 20120103introsca-120111225250-phpapp02
National workshop on Student Centered Approaches for Science Education
Introduction to Student Centered Approaches
RTTC Kandal, January 2012
Content
What?
Why?
How?
What is a student-centered lesson?
Central position for students
Focus on students’ needs, abilities, interests
Changing teaching methodologies
Students are active, responsible participants in their learning.
Shared responsibility for learning
Students make choices in their education
Changing role of teacher
Teacher functions as facilitator and coach
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.’
Why apply student-centered approaches?
• Motivation• Skills and attitudes (Communication, Collaboration…)• Lifelong learning• Individual needs• Better learning outcomes (research)
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.
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
Criticism for SCA
• It takes more time• Not suitable for large class sizes• Not enough learning materials• Students expect teacher-centered instruction
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
Want more?
• Available on request
– O’Neill, G. and McMahon, T. (2005)– Lea, S.J., Stephenson, D. and Troy, J. (2003)