child centred approach

8/3/2019 Child Centred Approach

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Child Centered Approach

It is well known by educators that children learn in various ways

and have their own individual styles and strategies. Some mayenjoy group work others individual work. Some may prefer teacher

instruction with worksheets and firm directions, rather than self

generated research projects. There are numerous ways children

learn, but how do the surrounding environment, affect a child's

learning ability and influence the learning strategies they employ?

This topic aims to explore these issues, in addition to

introducing a number of different types of learning environments,then specifically focusing on classroom layouts and how this

impacts on learning. This is followed by discussion about what

factors influence classroom design and hints to help teachers best

set up their classroom.

Learning Environments

It has been found that children learn in a variety of ways. Forexample, memorisation, hands on, peer or individual learning,

problem, inquiry or worksheet based, child or teacher-centered.

We suggest that the different ways in which a child learns is

partially related to the type of learning environment available.

These learning environments may also affect the child's ability and

motivation to learn.

Below is a number of learning environments we believe contribute

to a child's learning in unique ways:
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School Classroom

"Out of Classroom" Settings

Home Schooling

21st Century Classrooms

Classroom Layout

In the following pages you will find information about the design

and layout of classrooms in the past and the different types of

classroom layout you can use.

It is important to consider the way you design your classroom. Your

learning environment must match your teaching style otherwise the

appropriate learning outcomes will not be achieved.

After looking at these pages you will have a better idea about which

classroom layout would best suit the needs of your classroom.

Historical/past classroom settings

Rows

Groups

Alternative
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Consideration Factors for Classroom Design

If a classroom is designed attractively, effectively and for maximum

logistical use, the classroom itself can become an effective teachingand learning tool. The right classroom will encourage particular

teaching theories, promote a variety of learning styles and help to

manage behavioural problems. Moreover, a mentally stimulating

and challenging room can motivate a child's learning, encourage

achievement and effort and provide an inviting environment where

they can foster a love for learning.

There are a number of important factors to consider when

setting up and maintaining a classroom.

Behaviour Management

Mental Stimulation

Teaching Theory

StudentLearningStyle
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Types of Learning

A major factor in determining the nature of the physical

classroom environment is the type of learning that the teacher

wishes to encourage. This is directly related to teaching style.

For the purpose of this, we shall be considering the different

approaches to individualistic, cooperative, collaborative and

competitive learning.
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Individualistic Learning

This type of learning exists when the learning or achievement of

one student is independent and separate from the achievements of

the other students in the class.

Individual learning implies that knowledge and cognitive skill are

assets that teacher can transfer to the learner.

This learning can be described as teacher-centered; that is, the

teacher provides the major source of information, assistance,

criticism and feedback.

Students work alone and are not expected to be interrupted by

other students. In this regard, students may be seated as far fromeach other as space permits.

Learning resources and materials need to be organised so that

each student has immediate access to the appropriate materials.

This type of learning aims to be individually beneficial and

assessment is commonly judged against a set criteria.
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"In some cases, what is transmitted by instruction is well assimilated by thechild because it represents in fact an extension of some spontaneous

constructions of his own. In such cases, his development is accelerated."-

Piaget

Co-operative Learning

Co-operative learning occurs when students work collaboratively

towards a common goal. Achievements are positively correlated

with the other cooperating students. Students work together in small

clusters or groups.


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Effective co-operative learning promotes-

- positive interdependence - a feeling of connection with other

members of the group as they accomplish a common goal

- individual accountability - every member of the group is heldaccountable for the group's achievements

- face to face interaction - group members engage at close range

and are influenced by each other's verbal communication

- social skills - students become aware of the human interaction

skills involved in effective group cooperation

- group processing - groups may reflect and discuss how well they

are functioning as a unit and how effective their working

relationships are.

Effective cooperative learning relies on group management

techniques, social skills training and student-centered teaching

methods.
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"...without interchange of thought and co-operation with others the individual

would never come to group his operations into a coherent whole..."- Piaget

Collaborative Learning

Collaborative learning takes place when students cooperate to

construct a consensus to an open-ended activity.

Collaborative learning shares many of the same traits as

cooperative learning. It differs from cooperative learning by being

more student centered than teacher centered. Collaborative learning

provides a vehicle for social constructivism, where students are in

control of their own learning and ultimately, the outcome of their

learning. Cooperative learning is more concerned with a specific

outcome based on teacher facilitation and knowledge transmission
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Collaborative learning is best suited to an arrangement ofgroups,

where students can freely interact with each other and construct

their ideas together.

"...Thought development is determined by language, i.e. by the linguistic tools o

thought and by the socio-cultural experience of the child."-Vygotsky

Competitive Learning
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Competitive learning exists when one student goal is achieved; all

other students fail to reach that goal.

Competitive learning can be interpersonal (between individuals),

where rows are most important or inter group (between groups),

where a group setting is appropriate.

There have been many criticisms of this type of learning. These

criticisms include -

- Because there is only one winner, all other students must fail

- May be linked to high anxiety levels, self-doubt, selfishness and

aggression

- May promote cheating

- Interferes with the capacity to problem solve

In light of these criticisms teachers must identify what kinds of

competitive activities would have destructive or constructive

outcomes.

Groups can be arranged to host interpersonal
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competitions separately from one another. This is one strategy to

maximise the number of winners in the class.

Competitive learning is most appropriate when students need to

review learned material. This bypasses the need to problem solve inregards to any new material.

Inter group competition can be seen as an appropriate competitive

strategy as it maximises the number of

winners. It is also important to

ensure homogeneous grouping to

maximise the chance of winning for all

groups.

Homogeneous grouping allows thegroups to be as evenly matched as possible to provide a challenging

environment for competition. One particular grouping strategy is

called bumping. This involves ranking groups from highest to

lowest in achievement through cooperative learning. Then through

interpersonal competition in clusters students are ranked in their

clusters. The highest achieving member is then moved up to the

higher ranked group, and the lowest ranked member is moved downto a lower ranked group.

Competitive learning can also be a cooperative activity when the

students formulate their own term and rules of the contest, giving

them ownership of the activity.
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".Personal and environmental factors do not function as independent

determinants, rather they determine each other." -Bandura

Traditional Teaching Learning

Traditional teaching is concerned with the teacher being the

controller of the learning environment. Power and responsibility are

held by the teacher and they play the role of instructor (in the form

of lectures) and decision maker (in regards to curriculum contentand specific outcomes). They regard students as having 'knowledge

holes' that need to be filled with information. In short, the traditional

teacher views that it is the teacher that causes learning to occur.


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Learning is chiefly associated within the classroom and is often

competitive. The lesson's content and delivery are considered to be

most important and students master knowledge through drill and

practice (such as rote learning). Content need not be learned incontext.

The most common seating arrangement used by the traditionalists is

rows.

Student-Centered Teaching

The teaching role in a student-centered learning environment is,

at most, one of facilitator and guide. The students are in control of

their own learning and the power and responsibility are the studentsconcern. Learning may be independent, collaborative, cooperative

and competitive. The utilisation and processing of information is

more important than the basic content. Learning takes place in

relative contexts and students are engaged in constructing their own

knowledge(NCF-2005).
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The teacher that utilises this method effectively is constantly on

the move. They may be engaged with the students as a classroom

collective, individually or in groups. Their involvement would

include questioning, disciplining, guiding, validating, monitoring,motivating, encouraging, suggesting, modeling and clarifying. The

teacher must make the appropriate decision when deciding how

instruction should take place. Some questions that may be

considered are -

- How much time do we have?

- Do all of the students need this information?

- What method would maximise efficiency?

Due to the nature of this method, the most appropriate physical setup for student-centred learning environment would be groups.

Teacher Hints

Here are some useful hints that we have gathered about the learning

environment and how it affects student's learning outcomes. You

may find it useful when you plan your classroom layout.

1. Keep in mind your teaching style and the learning outcomes you

wish to achieve when you are setting up your classroom.

2. Keep your classroom design cluster free. Only have the resources

you are using ready to access.

3. Carefully consider your needs as a teacher and the needs of thestudents, particularly ensure that every child can see and hear from

every part of the room and that there is plenty of space to move

around and help students.

4. Maximise classroom space and this helps with cleanliness.
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5. Design your classroom to optimise natural light and temperature.

6. Consider the particular year level you are teaching (the layout for

a reception class will be vastly different to a year 5 class).

7. Always ensure you can make eye contact with all students in the

class.

8. Beware of health and safety issues.

8. Make materials and supplies easily accessible to prevent delays,

disruptions and confusion. Perhaps store frequently used materials

in a number of different places around the room.

9. Learning can be more effective if children have the opportunity to

move around and interact with others and obtain information from

different parts of the room. Consider this when arranging seating,

special corners, equipment and resources.

10. When using posters and decorating walls try to remember the

cultural diversity represented within the classroom.

11. Make particular effort to display each child s work, rotating

when necessary.

12. It is useful to test out your newly design classroom to decide

whether it is logistically appropriate and that it creates the

atmosphere and learning environment you hoped for.

13. Create a strong child-centered environment with little stress that

enables productive learners to work to the brains natural learning

ability.


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14. Providing an environment that is conducive to optimal learning

and that stimulates positive brain learning is the sole responsibility

of the teacher facilitating the students in his/her classroom.

Enriching the environment is a step towards producing a moreproductive classroom.

child centred approach

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