STUDENT-CENTRED STUDENT-CENTRED TEACHING/LEARNING:TEACHING/LEARNING:

FACILITATEDFACILITATED

BYBY

B. A. BAKALYILB. A. BAKALYIL

A.K.D. DANGPEA.K.D. DANGPE

T. M. MARK T. M. MARK

R.H.L. RINMAKR.H.L. RINMAK

SESSION PLAN:SESSION PLAN:

Time Time ActivityActivity Learning Learning PointsPoints

8:30 – 8:45am8:30 – 8:45am ExpositionExposition Background Background information.information.

8:45 – 9:30am8:45 – 9:30am Group Group discussionsdiscussions

Sharing ideasSharing ideas

9:30 – 9:30 – 10:10am10:10am

ReportingReporting HarmonizatioHarmonizationn

10:10- 10:10- 10:22am10:22am

Wrap-upWrap-up Summary/Summary/ConclConcl

10:25 -10:25 -10:30am10:30am

S/Evaluation S/Evaluation Assessment Assessment

INTRODUCTIONINTRODUCTION

We want to look at a theoretical framework We want to look at a theoretical framework of student-centred teaching/learning in of student-centred teaching/learning in comparison to other approaches. comparison to other approaches. Note that Note that there is no unique definition for student-there is no unique definition for student-centred teaching/learning. Here, it is used as centred teaching/learning. Here, it is used as a loose concept for teaching/learning a loose concept for teaching/learning methods. Instead, a fundamental principle is methods. Instead, a fundamental principle is hereby presented for direction. Participants hereby presented for direction. Participants may therefore have individual definitions of may therefore have individual definitions of student-centred teaching/learning. student-centred teaching/learning.

PRINCIPLE:PRINCIPLE:

The teacher facilitates.The teacher facilitates.Students allowed to follow logical Students allowed to follow logical

steps.steps.Learners attain the set objectives.Learners attain the set objectives.The teacher draws ideas from his/her The teacher draws ideas from his/her

students.students.Provides very rich learning Provides very rich learning

environment full of varied activities.environment full of varied activities.

RATIONALE:RATIONALE:ASEI is an acronym for Activity, Student, ASEI is an acronym for Activity, Student,

Experiment and Improvisation, an important Experiment and Improvisation, an important component in teaching/learning method. component in teaching/learning method. SMASSE encourages its adaptation in SMASSE encourages its adaptation in teaching/learning situations.teaching/learning situations.

Student-centredness occupies one of these Student-centredness occupies one of these components.components.

However, this concept is abstract, causing However, this concept is abstract, causing misunderstanding among teachers.misunderstanding among teachers.

Thus the need for the session to have Thus the need for the session to have common understanding and to strengthen common understanding and to strengthen further.further.

OBJECTIVES:OBJECTIVES:

By the end of the session, participants should be By the end of the session, participants should be able to:able to:

1. Identify the features of a good student-1. Identify the features of a good student-centred teaching/learning.centred teaching/learning.

2. Distinguish between a student-centred and 2. Distinguish between a student-centred and non-student-centred teaching/learning. non-student-centred teaching/learning.

3. Outline the advantages and disadvantages 3. Outline the advantages and disadvantages of the student-centred teaching/learning.of the student-centred teaching/learning.

4. Outline the key points in the actualization 4. Outline the key points in the actualization of student-centred teaching/learning.of student-centred teaching/learning.

ACTIVITY:ACTIVITY:

1.1. What do you understand by What do you understand by student-centred teaching/learning?student-centred teaching/learning?

2.2. How is this different from other How is this different from other teaching/learning methods?teaching/learning methods?

3.3. What are some of the merits and What are some of the merits and demerits of this approach.demerits of this approach.

4.4. Suggest key points in actualizing Suggest key points in actualizing student-centred teaching/learning student-centred teaching/learning method.method.

CONCEPTUAL IMAGE:CONCEPTUAL IMAGE: Analogy of hill climbing for “learning” Analogy of hill climbing for “learning”

– (image).– (image). Helps capture important student-Helps capture important student-

centered teaching/learning.centered teaching/learning.

Analogy 1. Pre-conditionAnalogy 1. Pre-condition Fig. 1 Fig. 1

Conceptual Image contd.Conceptual Image contd.Students do not have “RK”. Education Students do not have “RK”. Education

an activity for “RK” gaining to hill top.an activity for “RK” gaining to hill top.How can students gain the “RK”?. How can students gain the “RK”?.

Three methods of gaining Three methods of gaining “RK”:“RK”:

1). Method 1 – Teacher gives (throws) 1). Method 1 – Teacher gives (throws) “RK” “RK” to students.to students.

Fig. 2Fig. 2

Here teacher gives (throws) “RK” to Here teacher gives (throws) “RK” to students.students.

Teacher’s position on hill easy to Teacher’s position on hill easy to throw “RK” because why? & speed throw “RK” because why? & speed may be fast.may be fast.

Joy may be lacking as they are Joy may be lacking as they are ‘forced‘forced

3 methods contd.3 methods contd.

Students are passive receivers, so Students are passive receivers, so not happy.not happy.

Absence of teacher means no Absence of teacher means no ‘knowledge’ since they can not climb ‘knowledge’ since they can not climb the hill.the hill.

Method 2:Method 2:Teacher only initiates students’ climbing.Teacher only initiates students’ climbing.

Fig. 3.Fig. 3.Here students climb the hill themselves, Here students climb the hill themselves,

teacher only initiates their climbing.teacher only initiates their climbing.Teacher just observes their climbing not Teacher just observes their climbing not

Interfering.Interfering.Students may find difficult to reach Students may find difficult to reach

because of height or lost along.because of height or lost along.Those who reach may take too long Those who reach may take too long

time.time.

Method 3:Method 3:Teacher prepares small steps & they climb Teacher prepares small steps & they climb

together with students.together with students.

Fig. 4.Fig. 4.Here teacher prepares the small steps Here teacher prepares the small steps

for climbing.for climbing.Teacher comes down to motivate, Teacher comes down to motivate,

explaining objectives of ‘RK’.explaining objectives of ‘RK’.He/She confirms climbing steps by steps.He/She confirms climbing steps by steps. “ “ / “ considers students skills or / “ considers students skills or

k/ledge (small steps still).k/ledge (small steps still).

The 3 Methods contd.The 3 Methods contd.

Students satisfied if attempts by Students satisfied if attempts by selves.selves.

“ “ can climb similar hills by can climb similar hills by small steps themselves.small steps themselves.

Teacher-centred teaching, Extreme Teacher-centred teaching, Extreme student-centred teaching/learning student-centred teaching/learning

and student-centred tg/lg.and student-centred tg/lg.

Analogy above gives important Analogy above gives important implication to teaching methods.implication to teaching methods.

Teacher possesses particular Teacher possesses particular knowledge and initiates acquiring knowledge and initiates acquiring knowledge process.knowledge process.

Method 1:Method 1:

Corresponds to traditional teaching – Corresponds to traditional teaching – ‘Teacher-centred teaching’.‘Teacher-centred teaching’.

Here teacher gives one-way Here teacher gives one-way knowledge (students passive knowledge (students passive receivers not internalizing).receivers not internalizing).

Method 2:Method 2:

Corresponds with ‘Extreme student-Corresponds with ‘Extreme student-centred teaching/learning’.centred teaching/learning’.

Here initial motivation by teacher.Here initial motivation by teacher.Role minimal in on-going activity, Role minimal in on-going activity,

may acquire right, wrong or non.may acquire right, wrong or non.

Method 3Method 3

Corresponds to student-centred tg/lg.Corresponds to student-centred tg/lg.Here tr. Facilitator helping Here tr. Facilitator helping

understanding (creating smaller understanding (creating smaller steps).steps).

Instate of ‘RK’, involvement in Instate of ‘RK’, involvement in activities.activities.

Encourages learners construction of Encourages learners construction of required skills.required skills.

Noted differences among the Noted differences among the approaches:approaches:

Compares to fish catchingCompares to fish catching::

1. Teacher gives students fish.1. Teacher gives students fish.

2. Students struggle to catch fish.2. Students struggle to catch fish.

3. Teacher assist on how to catch 3. Teacher assist on how to catch fish.fish.

Actualization of student-centred Actualization of student-centred teaching/learning:teaching/learning:

Student-centred tg/lg concerns whole Student-centred tg/lg concerns whole learning process.learning process.

Its not just asking questions.Its not just asking questions. It starts with small steps (planning).It starts with small steps (planning).Tr. Guides step by step during lesson.Tr. Guides step by step during lesson.Make small steps where difficulty exist.Make small steps where difficulty exist.Thus tg/lg is based on PDSI.Thus tg/lg is based on PDSI.

Key points in actualization Key points in actualization (PDSI):(PDSI):

1.1. Plan – Prepare logical small steps.Plan – Prepare logical small steps.

- Prepare various stages questions.- Prepare various stages questions.

- Prepare to answer area of - Prepare to answer area of difficulty/misconceptions. difficulty/misconceptions. -Understand students view -Understand students view

points.points.

2.2. Do - Create students-friendly Do - Create students-friendly atmosphere for free atmosphere for free

questioning.questioning.

- Confirm understanding at each point.- Confirm understanding at each point.

- Arouse curiosity from onset (Intro.).- Arouse curiosity from onset (Intro.).

Dos contd.Dos contd.

- Ask questions that aids - Ask questions that aids climbing.climbing.

- Define each stage’s learning - Define each stage’s learning point point for learners focus.for learners focus.

3. See - Ask confirming questions at 3. See - Ask confirming questions at each each step.step.

- Observe outputs etc.- Observe outputs etc.

4. Improve – Try yet much smaller steps.4. Improve – Try yet much smaller steps.

- Allow for self climbing- Allow for self climbing

Long-term Process:Long-term Process:

Attitude of both teachers and Attitude of both teachers and learners are very important.learners are very important.

Students to have positive thought of Students to have positive thought of climbing.climbing.

Establishing good learning Establishing good learning environment by teachers is environment by teachers is important.important.

Requires long-term change.Requires long-term change.

Merits:Merits:

Opens room for proper Opens room for proper understanding.understanding.

Ownership of learned materials.Ownership of learned materials.The joy of success and its results.The joy of success and its results.Arousal of learners interest.Arousal of learners interest.Develops learners different skills as Develops learners different skills as

cognitive, affective, psychomotor, cognitive, affective, psychomotor, process, communicative etc.process, communicative etc.

Demerits:Demerits:

Takes a long time & efforts (a month, Takes a long time & efforts (a month, a term, terms, a year or so)- a term, terms, a year or so)- (commitment).(commitment).

Requires teacher’s deep content Requires teacher’s deep content mastery – (adequate preparation).mastery – (adequate preparation).

Lack of facilities - (Improvisation).Lack of facilities - (Improvisation).Measure of actual understanding of Measure of actual understanding of

learner is difficult to determine - learner is difficult to determine - (create free atmosphere).(create free atmosphere).

Conclusion:Conclusion:

It is hoped that teachers adopt that It is hoped that teachers adopt that method which would give our learners method which would give our learners the best to enable them climb the hill the best to enable them climb the hill easily no matter the discipline, level or easily no matter the discipline, level or age.age.

THANK YOU THANK YOU

ENDEND