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Day 8.30-10.30 10.30 11.00-1.00 1.00 2.00-5.00 5.00
1 Overview of designing Teaching and Learning - LESSON PLANActivity 1
Student centered learning -WHAT-WHYActivity 2:Brainstorming
Student centered learning-EXAMPLES
Activity 3:Brainstorming
2 Constructive alignment -LO-Assessment Activity 4: Cooperative
Constructive alignment -Activity 5: Cooperative
Constructive alignment -Activity 6:Cooperative
3 Constructive alignment – ICTActivity 7:Cooperative
Constructive alignment – ICTActivity 8:Cooperative
Constructive alignment – ICTActivity 9:Cooperative
4 Pitching the production Activity 10
Pitching the production Activity 11
Self reflection and conclusion
STUDENT CENTERED LEARNING
At the end of this unit, participant should be able to:
1. Define the concept of student centered learning
2. Explain the strength of SCL approach in learning and teaching
Shakinaz Desa
Division for Academic Development and Quality
16-19 June 2014
My constructive alignment
Learning outcomes Learning Activity Assessment
Define the concept of student centered learning
• Discussion• Brainstorming
Individual Statement
Explain the strength of student centered learning approach in learning and teaching
Scenario based learning Presentation
Eleven minutes list
List down as many as possible any description that is related to SCL
Todaysmeet.com/16062014PIS
Seven minutes composition
Compose the description to define student centered learning
Write your statement of SCL
http://padlet.com/shakinaz/wkgxdbbcajag
Silent reading
http://ccliconference.org/files/2010/03/Froyd_Stu-CenteredLearning.pdf
http://www.esu-
online.org/pageassets/projects/projectarchive/100814-SCL.pdf
I used Jing to do this
A WORKABLE DEFINITION OF SCL
»Student-Centered Learning represents both a mindset and a culture within a given higher education institution and is a learning approach which is broadly related to, and supported by, constructivist theories of learning. It is characterized by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning, fostering transferable skills such as problem-solving, critical thinking and reflective thinking.«
http://www.esu-online.org/pageassets/projects/projectarchive/
The learning continuum
Teacher centered Student centered
Low student choice High student choice
Passivity of students Activity of students
Teacher as holder of power Student empowerment
The key concept:
Ensure an ACTIVE ROLE FOR THE LEARNER
1. Make students more active in acquiring knowledge and skills
2. Make students more aware of what they are doing and why they are doing it
3. Focus on interaction4. Focus on transferable skills5. Choose SCL approach that suits the learners
The search
List down as many as possible the types of SCL approach
The 9 guiding principles
Ongoing reflective process
Institution Diversity
Different learning styles
Different needs and interests
Different experiences and background knowledge
Effective learning
Learner controls over learning
Enabling the students
Partnership
Useful Links
1. COOPERATIVE LEARNING : http://www.co-operation.org/home/introduction-to-
cooperative-learning/
2. PEER INSTRUCTION : http://mazur.harvard.edu/research/detailspage.php?rowid=8
3. INQUIRY BASED LEARNING:
http://www.thirteen.org/edonline/concept2class/inquiry/index.html
4. AALBORG CENTRE FOR PROBLEM BASED LEARNING IN ENGINEERING SCIENCE AND
SUSTAINABILITY: http://www.ucpbl.net
5. PROJECT BASED LEARNING: http://www.edutopia.org/project-based-learning
The scenario: Identify the strengths
Mr A taught a group of students to
understand photosynthesis in anaquatic plant. He had prepared a labactivity along with the manual for thestudents. He explained the purpose ofthe lab and he guided the students onhow to set the experiment. Thestudents followed the lab instructionand Mr A observed their activities. Hefacilitated the students and answeredtheir questions. The students asked forhis opinions in constructing their labreport. Mr A guided them well and atthe end of the lab session, he gavethem a quiz to identify their strengthand things to be improved.
Mr B taught a group of students to
understand reflection and refraction. Heprepared an activity for the students. Hebrought a periscope, a binocular and amicroscope into the classroom. He askedthe students to identify the function ofthe items. He divided the students intothree groups. He facilitated each groupby asking questions during theirdiscussion. Each group was asked toexplain an item to the rest the class. MrB guided them to understand theconcept of reflection and refraction. MrB asked the class to differentiate thefunctions by giving them a quiz.
Open discussion: Why SCL?
comparison
Reflection
1.Definition of SCL2.Benefits of SCL
11.00-1.00
Student centered learning -WHAT-WHYActivity 2:
A good teacher?
• http://www.youtube.com/watch?v=iHapv0Tv7vM
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