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Alena Rodick

Student-centred learning: What does it mean for students and lecturers? - 0 views

www.aishe.org/...mcmahon-Tues_19th_Oct_SCL.html

learning Theories student-centered

shared by Alena Rodick on 08 Aug 11 - Cached
  • Nicole Arduini-Van Hoose on 08 Aug 11
     
    Reviews various perspectives of "student-centered" and offers techniques for making your class more student-centered.
  • ...1 more comment...
  • Gary Bedenharn on 10 Aug 12
     
    Student-centered classrooms for college classes.
  • Danielle Melia on 12 Aug 12
     
    "The term student-centred learning (SCL) is widely used in the teaching and learning literature. Many terms have been linked with student-centred learning, such as flexible learning (Taylor 2000), experiential learning (Burnard 1999), self-directed learning and therefore the slightly overused term 'student-centred learning' can mean different things to different people. In addition, in practice it is also described by a range of terms and this has led to confusion surrounding its implementation."
  • Alena Rodick on 02 Jul 14
     
    is chapter aims to: Give an overview of the various ways student-centred learning is defined, Suggest some ways that student-centred learning can be used as the organising principle of teaching and assessment practices, Explore the effectiveness of student-centred learning and Present some critiques to it as an approach.
Luke Fellows

Boudreault - The Benefits of Using Drama in the ESL/EFL Classroom - 0 views

iteslj.org/...Boudreault-Drama.html

shared by Luke Fellows on 27 Jun 13 - No Cached
    • Luke Fellows
      Luke Fellows on 27 Jun 13
       
      Student centered learning
  • Drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning.  Ideally, the teacher will take a less dominant role in the language class and let the students explore the language activities.  In the student centered classroom, every student is a potential teacher for the group.
    • Luke Fellows
      Luke Fellows on 27 Jun 13
       
      Student centred learning
  • Students are encouraged to express their own ideas and contribute to the whole
  • ...3 more annotations...
  • 'Improvisation, then, is an organic experience where skills are constantly being refined.  In particular, students develop an increasing facility to meet changing or unknown stimuli with immediate responses.  Ideally, improvisation leads to a blending; the students create the personality traits as he/she simultaneously identifies with the character as it evolves
  • we sometimes do not spend enough time on encouraging our students to use their imagination
  • It is with imagination that the ordinary is transformed into something significant.
mikezelensky

Establishing a Competence Profile for the Role of Student-centred Teachers in Higher Ed... - 0 views

search.ebscohost.com.libproxy.albany.edu/login.aspx

shared by mikezelensky on 01 Jul 14 - No Cached
  • mikezelensky on 01 Jul 14
     
    ABSTRACT: The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher...
Maria Guadron

Times Higher Education - Teaching should be student-centred: discuss - 0 views

www.timeshighereducation.co.uk/story.asp

student-centered learning

shared by Maria Guadron on 15 Aug 12 - No Cached
  • Maria Guadron on 15 Aug 12
     
    "A "cultural shift" is needed to embed "student-centred teaching" in universities, a new report claims."
Heather Kurto

http://www.mentormob.com/hosted/cards/71141_b44ac5ed2dac0a90985e4d8a0c2901b3.pdf - 0 views

www.mentormob.com/...ed2dac0a90985e4d8a0c2901b3.pdf

shared by Heather Kurto on 06 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      z, 'Colleges and universities ought to be concerned not with how fast they can "put their courses on the Web" but with finding out how this technology can be used to build and sustain learning communities' (1998, p. 7). Furthermore, the world's increasing dependence on lifelong access to new knowledge is transforming the landscape of higher education and forcing the academy to rethink virtually all of its systems and traditions (Rowly et al., 1998).
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      Criticalness - looking at the underlying assumptions, looking at theory base; * Scholarship - quality of the writing/discourse community. Ability to use language to refer to other people such as other scholars. Are we referencing each other? Are we learning from each other?; * Connection to experiences - building on our learning from ideas and concepts gained from our experiences as educators and learners; and * Professionalism - acting professionally, using the correct grammar and contributing on time (Article No. 78)
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      My objectives in developing this course were twofold. Firstly, the aim was to promote interactions amongst learners and to promote interactions between the learners and myself. Secondly, the aim was to create a student-centred approach to learning where students could own their learning and feel a sense of responsibility towards their own and the learning of others. 
  • ...5 more annotations...
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      Using social constructivism as a referent for my teaching approach, I encouraged students to engage in peer learning through focused discourse that was based on the theoretical ideas they read and shared with others. It was made clear to the students that the unit, and in particular the Activity Room (as the hub of the unit), was designed based on social constructivist theory to enhance opportunities for peer learning
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      Are you helping your peers to improve?  * How are you continuing/promoting the conversation? Conversation suggests a 'dialogue', a going back and forth rather than merely a one-way-one-time posting. 
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      When borne out in practice, social constructivism can be facilitated through activities that involve peer-learning, reflective thinking and the joint construction of knowledge.
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      students also need induction on how to work on line. In particular, they need scaffolding in relation to collaborative learning and reflective thinking, which are the more challenging, yet, elusive aspects of online learning.
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      y, systems need to be set up in order that students can easily collaborate and benefit from the advantages of the technology that is available
Erin Fontaine

Technology Permeates Common Core Standards - 0 views

www.convergemag.com/...tes-Common-Core-Standards.html

technology commoncore standards edtech student-centred

shared by Erin Fontaine on 17 Aug 12 - Cached
  • In English language arts, the standards call for students to use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others. This includes writing blog posts and commenting on blogs, as the students involved in the Comments4Kids project do.
    • Erin Fontaine
      Erin Fontaine on 17 Aug 12
       
      Blogging you say! Good thing Alex introduced us to this wonder tool! What a grat way to get kids writing!!
    • Erin Fontaine
      Erin Fontaine on 17 Aug 12
       
      Blogging hmmmm! Good thing Alex introduced me to this little wonder tool. What a grat way to get kids writing!
  • Mathematically proficient students should know which tools help them perform different tasks, according to the standards.
  • “This is really at the heart of how students are going to get to these standards," Minnich said. "It’s not necessarily a part of setting the standards, but If we don’t use technology to get students to these standards, we’re missing a huge opportunity."
Diana Cary

Keeping Competitive: Why Learner-Centred Education Makes Sense in a Global Economy - lc... - 0 views

www.usciences.edu/...20%20pleanry%20-Polk%20(2).pdf

learner-centered engaged

shared by Diana Cary on 07 Jul 13 - No Cached
  • The more engaged a person is with the content, the better the person learns it because (s)he adds his own meaning and associations to it
  • The more connections people have to a concept, the more likely that person will be able to retrieve it later and in another context
  • shifts the emphasis from what instructorsdo to what the studentsdo to learn
  • ...3 more annotations...
  • makes students responsible for learning
  • focuses not only on what students are learning but how they are learning
  • Instructors are now guides, facilitators, coaches and not just sages
Diane Gusa

From Andragogy to Heutagogy - 0 views

ultibase.rmit.edu.au/...hase2.htm

heutagogy andragogy education teaching assignment

shared by Diane Gusa on 08 Jun 08 - Cached
  • It was always the teacher who decided what the learner needed to know, and indeed, how the knowledge and skills should be taught
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      Not to be a stick in the mud, but how else will they know whats on the regents exam?
  • The idea that, given the right environment, people can learn and be self-directed in the way learning is applied is not new
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      Certainly the best way to teach is to allow for self determination, especially with adolesants who reject authority.
  • as Bill Ford (1997) eloquently puts it 'knowledge sharing' rather than 'knowledge hoarding'. In this respect heutagogy looks to the future in which knowing how to learn will be a fundamental skill given the pace of innovation and the changing structure of communities and workplaces.
  • ...2 more annotations...
  • Success is based on attending to narrow stimuli presented by a teacher, an ability to remember that which is not understood, and repeated rehearsal (Emery, 1974, p.2).
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      Practical knowledge must occur, people can buy a dictionary.
  • Rogers (1969) suggests that people want to learn and have a natural inclination to do so throughout their life. Indeed he argues strongly that teacher-centred learning has been grossly over emphasised. He based his student-centred approach on five key hypotheses: We cannot teach another person directly: we can only facilitate learning; People learn significantly only those things that they perceive as being involved in the maintenance or enhancement of the structure of self; Experience which if assimilated would involve a change in the organisation of self tends to be resisted through denial or distortion of symbolisation, and the structure and organisation of self appear to become more rigid under threat; Experience which is perceived as inconsistent with the self can only be assimilated if the current organisation of self is relaxed and expanded to include it; and The educational system which most effectively promotes significant learning is one in which threat to the self, as learner, is reduced to a minimum".
  • Jarrod McEntarfer on 08 Jun 08
     
    What is Heutagogy
Heather Kurto

http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55 - 0 views

www.ascilite.org.au/...55

Web 2.0 teachers

shared by Heather Kurto on 07 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008; Woo, Chu, Ho, & Li, 2011; Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010; Ching & Hsu, 2011; Deng & Yuen, 2011; Roussinos & Jimoyiannis, 2011; Yang, 2009; Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011; Wheeler, & Wheeler, 2009; Wopereis, Sloep, & Poortman , 2010).
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Existing literature, regarding the integration of ICT in schools, shows that despite governmental efforts and directives, the application of ICT in educational settings is rather peripheral acting, in most cases, as an 'add on' effect to regular teacher-centred classroom work. It remains a common practice, for most teachers, to use ICT primarily for low-level formal academic tasks (e.g., getting information from Web resources) or for administrative purposes (developing lesson plans, worksheets, assessment tests, etc.) rather than as a learning tool to support students' active learning (OFSTED, 2004; Jimoyiannis & Komis, 2007; Tondeur, van Keer, van Braak, & Valcke , 2008).
  • ...1 more annotation...
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      The theoretical framework presented and the empirical research phase of the paper addressed some of the critical issues arising around Web 2.0 in school practice. TPACK 2.0 and authentic learning can develop and support a coherent pedagogical and instructional framework for future teacher professional development programs aiming to help educators: * to adopt Web 2.0 not as a matter of acquiring new ICT skills but in terms ofspecific pedagogical and instructional dimensions; * to move beyond oversimplified approaches which treat Web 2.0 as a 'trend', a 'special event' or an 'extra tool'supplemental to their traditional instruction; * to understand how Web 2.0 technologies change both pedagogy and learning practice; * to consider, in their instructional design, Web 2.0 technologies, Content and Pedagogy not in isolation, but in the complex relationshipssystem they define.
Erin Fontaine

New Class(room) War: Teacher vs. Technology - New York Times - 0 views

www.nytimes.com/...07education.html

student-centred today's student

shared by Erin Fontaine on 14 Aug 12 - Cached
  • Perhaps there’s a nicer way to put it. “The baby boomers seem to see technology as information and communication,” said Prof. Michael Bugeja, director of the journalism school at Iowa State University and the author of “Interpersonal Divide: The Search for Community in a Technological Age.” “Their offspring and the emerging generation seem to see the same devices as entertainment and socializing.”
  • The fact is, we’re not here to entertain. We’re here to stimulate the life of the mind.”
b malczyk

A Dozen Recommendations for Placing the Student at the Centre of Web‐Based Le... - 0 views

www.tandfonline.com/...0952398980350205

shared by b malczyk on 07 Jun 12 - No Cached
  • (1) establishing a safe learning community; (2) fostering student engagement
  • b malczyk on 07 Jun 12
     
    the first 2 are particularly pertinent to this discussion
Luke Fellows

DRAMA in ENGLISH LANGUAGE TEACHING: A WHOLE-PERSON LEARNING APPROACH | Teacher Talking ... - 0 views

tomgodfrey.wordpress.com/...whole-person-learning-approach

shared by Luke Fellows on 27 Jun 13 - No Cached
  • As an ensemble the class can learn and discover together, all the while feeling part of something larger than themselves and experiencing the support of the group
  • By being part of this safe environment students are able to take risks, build on the strengths of others and grow in confidence, making decisions and taking actions on behalf of the group
  • This contrasts with the teacher centred class where the teacher has to monitor an motivate 20 –30 individuals continuously without a minute’s respite.
  • ...4 more annotations...
  •  Give clear instructions
  •  Allow plenty of preparation time.
  •  Prepare the formation of groups careful
  •  Feedback.
Gary Bedenharn

staffdevelop.org - 0 views

staffdevelop.org/reluctant.html

teacher pedagogy student-centred education

shared by Gary Bedenharn on 11 Aug 12 - No Cached
  • Gary Bedenharn on 11 Aug 12
     
    Strategies to bring in technology to people that resist it.
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