California State University, San Bernardino

College of Extended & Global Education

Khbrat, Cohort 3

Capstone Project

How is student-centered applied in U.S classroom?

Scholar Name: Nasser AlmolifiCSUSB No. ID: 007090389Submission Date: 06/16/2020Supervisors: Dr. AnasWord Count: ????

Abstract

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Table of Content

1. Introduction 4

2. Attention Definitions 6

3. Significance of Classroom Attention 7

Table of Contents1. Introduction........................................................................................................................4

2. Attention Definitions...........................................................................................................5

3. Significance of Classroom Attention.....................................................................................6

4. Theories..............................................................................................................................7

5. Methodology.....................................................................................................................11

6. Results and Discussions.....................................................................................................11

7. Conclusions........................................................................................................................11

References............................................................................................................................12

Appendix...............................................................................................................................14

5. Methodology 11

6. Results and Discussions 11

6.1 Teacher-related Factors 11

6.2 Student-related Factors 11

6.3 Context-related Factors 11

7. Conclusions 12

References 13

Appendix 15

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1. IntroductionThe classroom is a social place where the teacher plays a part in assisting pupils to gain learning

by supporting them and super-visioning them to cooperate with each other for them to construct

knowledge in a cooperative and significantly. However, classroom teaching and learning

environments in the Saudi Arabia education system prior to independence has obstacles and,

may, have failed to provide stimulating learning environments as well as engaging students in

activities that provided them with opportunities to develop their critical thinking and problem-

solving skills or their high order thinking skills. The teaching and learning process was more

teacher centered. The following discussion will focus on some methods and approaches about

how Saudi decision makers improve centered-learning classrooms in Saudi schools.

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Saudi Arabia consider as one of the leader’s countries in the world not only because of the how

much of daily production of oil, but also it has powerful economy based on other resources.

Also, Saudi Arabia consider as a leader of the Islamic and Arabs countries for what it has of

internationally authority and influence. Nowadays, Saudi Arabi begins new revaluation and

future vision to in order to build strong base of technology and economy based on education. The

Saudi government call this revolution Vision 2030. However, the Vision 2030 has many criteria

and methods to build Saudi Arabia one of the developmental countries around the world.

The Saudi Vision 2030 which is announced on 25 of April 2016 planning to reduce depending on

oil and developing public services such as health, education, recreation and tourism. In the light

of education, Saudi Vision 2030 is planning to improve education by building new schools and

universities more modern than old-fashioned schools to allow students diverse in new learning

methods. However, new schools nowadays have facilities and well prepared in order to be more

efficient to the students; teachers also have a chance to use the technology in order to shift from

the teacher-centered learning to student-centered learning.

Major challenge for teachers and policy maker in Saudi Arabia related to teaching philosophies;

many of Saudi teachers keep working and teacher following a heavily teacher-centered approach.

Other countries, e.g. USA, UK have more away from teacher-centered to student-centered

teacher. Therefore, this study highlights this issue of teacher following the teacher-centered

approach as the research problem. And the study is about what are effective factors of student-

centered learning in American schools?

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2. students centered learning DefinitionsStudent-centered learning is a term refers to as “an approach to learning in which learners choose

not only what to study but also how and why that topic might be of interest” (Rogers, 1983). In

other words, the learning environment has learner responsibility and activity at its heart, in

contrast to the emphasis on instructor control and the coverage of academic content found in

much conventional, didactic teaching (Cannon, 2000). Additionally, learners find the learning

process more meaningful when topics are relevant to their lives, needs, and interests, and when

they are actively engaged in creating, understanding, and connecting to knowledge (McCombs &

Whistler, 1997). There has been increasing emphasis in recent years on moving away from

traditional teaching toward student-centered learning. This paradigm shift has encouraged

moving power from the instructor to the learner, treating the learner as a co-creator in the

teaching and learning process (Barr & Tagg, 1995). Instructors who deliver student-centered

instruction include the learner in decisions about how and what they learn and how that learning

is assessed, and they respect and accommodate individual differences in learners’ backgrounds,

interests, abilities, and experiences (McCombs & Whistler, 1997).

3. Significance of students centered learning The core of student-centered education is to help the learner become independent, responsible,

and confident. Teachers who use this approach want to cover all areas of growth including

social, emotional, and physical. Student-centered teachers engage in an “active learning”

process. They want to help the student to develop the knowledge and skills needed in all content

areas. In contrast, the problem with the teacher-centered approach, the opposite of my research,

is that it doesn’t let students express themselves. It’s more based on structured learning for tests

than fostering a love of learning. Student-centered education inspires students to explore what

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they are most curious about. Students direct their own learning; fostering a curiosity that will

stick with them for life. Every child responds better to a different learning style. The child’s

ideas, preferences, and curiosities are all taken into account.

4. Theories Many theories have influenced in student-centered learning. In fact, two important theories in

which many educators agree that student-centered learning will become more effective. The first

theory is, the teachers and student’s preparation to operate learning process using variety

methods of student-centered learning to be more efficient. The second theory is, environment of

classroom and how has impact in the student-centered learning process However, the researcher

tends to explain briefly two areas and focus on the third; i.e.  Environment of classroom and the

way how it effects on students-centered learning approach.

firstly, the teachers and student’s preparation are to operate learning process using variety

methods of student-centered learning to be more efficient. “Teachers encourage student-centered

learning by allowing students to share in decisions, believing in their capacity to lead, and

remembering how it feels to learn”, (John McCarthy 2015) Fulfilling this goal means

understanding what the students value, and involving them in those zones of learning. i.e. the

center of learning zone. Effective qualified growth supplies to what tutors reflect will assist them

to become more effective. This also rub into their pupils. The students may not be permitted to

leave the classroom when the instruction doesn't involve them, but there are many other ways

that they check out. 

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The second important part the researcher focusing on is the environment of classroom. Actually,

the environment of classroom must be well prepared for learning to apply student-centered

learning. The best way to prepare the classroom environment is by giving the students a role to

create it and share their ideas. In other hands, the classroom must contain of technology which is

the most important aid that will increase the quality of student-centered learning process. Piaget

(1952) assumed that students innately build and alter understanding through everyday

interactions with their environments; the goal of education, in effect, is to keep a motivating

environment to support the student’s natural epistemic interest. Therefore, the classroom

environment that prepared with technology will be more helpful the students and the teacher; not

just that but, also the learning process will be more accurate to achieve the objective goal of

student-centered. Additionally, Michal J. Hannafinn and Susan M. Land, 1997 initiated a study

focusing on technology vital role played in classroom environment to enhance student-centered

learning process. They say that “Learning systems are needed that encourage divergent

reasoning, problem solving, and critical thinking. Student-centered learning environments have

been touted as a means to support such processes. With the emergence of technology, many

barriers to implementing innovative alternatives may be overcome”. Michal J. Hannafinn and

Susan M. Land, 1997. P1.

Effective Prepared Teacher

The student-centered classroom studies define the teacher’s roles and responsibilities in classes

that employ student-centered pedagogies, including various iterations of constructivist and

inquiry-based instruction. According to Moustafa et al. (2013), in constructivist classes “the

teachers’ role is to encourage and accept student autonomy and create a comfortable atmosphere

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for student expression,” acting as guides for their students (p. 418–419). Creative, influential

teachers act in the opposite side against traditional instruction where teachers control the

classroom and deliver direct instruction fixed on content knowledge acquisition. Friere

considered, after long observation, teachers as partners of students who were pursuing agency as

opposed to teachers being “positioned as enforcers, disciplinarians, and police officers”

(Gutstein 2007, p. 424). Teachers who implement democratic STEM pedagogy must learn to

share authority with their students, enabling the student to make instructional decisions that the

teachers support and enact (Basu and Barton 2010). Additionally, Tamim and Grant (2013)

recognized four parts of teachers in his observation in PJBL classes: “reinforcer, extender,

initiator, and navigator”. Thus, from the study, teachers in different sorts of student-centered

classes take on, or are supposed to take on, the roles of facilitators and instructional managers.

Conversely, student centered learning ought not to have complete autonomy, there has to be a

teacher presence for guidance through exclusive collaboration. Although it is vital to recognize

that learning on their own students, augment knowledge that makes them more independent.

major focus has to be pinned on the role of the effective teacher. Effective teacher theory is vital

because it ensures that both the student and the instructor share the focus (Kandi & Basireddy,

2018). Proponents suggest that effective teacher is paramount owing to the fact that direction of

classroom activity is relinquished to the teacher thereby not only ensuring order, but also

allowing for a closer and accurate rating on the assessment standards during implementation of

strategies. To this effect, effective teacher should not be assumed to have an overbearing

influence on the student’s procedures of learning but should be accorded a supervisory and a

guiding role. Too much interference will make the student less independent.

 

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Effective prepared Students

The theory of student preparation contents that sole focus should not be accorded on the

teachers; instead, the primary structure of learning should be hinged on an educational approach,

that student-centered learning can achieve optimal results, if student preparedness is fostered

(Richmond, 2014). To this effect, there are a variety of methods of student-centered learning to

be more efficient. The efficiency is, therefore, dictated by the level of preparation that the

teachers incorporate before the implementation of teaching strategies. To this effect, it should be

noted that student preparation is intended to gauge the cumulative teacher qualifications and the

resultant student achievements. The theory spreads that student preparation associates to the

implementation of teaching strategies. Since student preparation is based on teacher

effectiveness, consequently student preparation will determine their final cut score and overall

course material reliability.

Correspondingly, it is vital to note that student preparation theory, directly influences

achievement standards because it favors a situation that assessment will be done during the

implementation of strategies. The primary explanation is that learner needs have to be measured

after the choice of either through summative or formative assessment. It means that achievement

will be done after implementation; hence, the data collection on efficiency and the suitability of a

particular system, concerning achievement standards, have to center on student preparedness.

Monitoring learner development also intertwines with the aspect of the implementation of

teaching strategies, making the aspect of shifting focus to the student worthwhile and effective.

The creativity pods the teacher at the preparation level will also dictate the effectiveness of not

only the implementation but also the achievements of the set educational and learning standards.

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Classroom and technology prepared

There is a magnificent need for teaching programs to incorporate a learning environment that is

supported by efficient technology, to improve optimal delivery of both depth and scope of

learning. Technology rich environments are critical to foster student-centered intellectual

capacity. The integration of technology, with also aid the teachers, have a more excellent grasp

on the needs of the learners and also involves the incorporation of student-centered learning that

is focused on the prospects of learning (Kandi & Basireddy, 2018). To this effect, teacher

strategies should not only focus on the enhancement of skills and consideration of preferences

and needs, but it will also accord singular focus on academic learning that is not depended on

conventional means alone but also stamps the importance of a technology prepared environment

to the achievement of set standards for implementation. Conversely, while technology is critical

in modern student-centered learning, it is vital to integrate the restructuring of learning practices,

to fit the technological preparedness (Kandi & Basireddy, 2018). The appropriate learning

environments that are centered on technology go to empower students in the critical realms of

critical thinking and the need to have them possess skills of grasping complex materials.

Classroom and technology preparedness is also essential in affirming the teaching practices keep

tabs with the dynamics of the education requirements, especially as it relates to an ever-changing

human resource market. Additionally, it is vital to note that technology preparedness ought not to

be centered on virtual designations such as the use of computers and e-learning capabilities. Still,

it also means that the teachers will have to be innovative in the sector of curriculum generation.

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Subsequently, the optimal depiction of the element of classroom and technology prepared will

hinge on the ability of teachers to find value in the extensive instructional capabilities of the

preferred technology tools. It means that the patterns of implementation of the new technologies

should be approached with the combination of learning approaches and fusing them with

technology tools. Consequently, technology preparedness ought not to dictate the driving of the

institution and the resultant curriculum. The technology preparedness paradigm in education is

thus dependent on the progressive adoption of both the teachers and students. Summarily, the

implementation of an effective and efficient learner-centered pedagogy sheds a light of the

receptiveness of the change and highlights the strengths that may arise from the classroom

technology preparedness. A student-centered teacher model is also critical in ensuring the

learning environment benefits from technology preparedness.

5. MethodologyStudy purpose and designAn action research is one of the most important types of qualitative research which can help us see that

improvements or declines have occurred. Action research reflects the human activity, analysis the data,

and interprets process of the research instrument (Atkins and Wallace,2012). It helps you implement

informed change. This Section proposes the methodological aspects of capstone project, and it starts by

describing the study site and participants. Also, this section discusses data collection methods and

mentions the ethical considerations of the study.

Study site and participants

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This study will take place in Hillside University Demonstration School located in Southern California.

This school has 31 classrooms, a library, a multipurpose room, and an administration office. The campus

was built in 1953 and was modernized in 1994 and 2012. The facility strongly supports teaching and

learning through its ample classroom and playground space, and a staff resource room. Hillside

University Demonstration School is dedicated to the joy of learning in an enriched and nurturing

environment that enables students and staff to grow to their fullest potential. Regarding to the research

question, the study observes about four teachers.

Data collection toolThe study will collect the data by observing teachers. Also, maybe I will do interviewing if I need. This

will help me with to get more information’s and explain statistical data. Also, I will observe teachers’

action and roles in the class and how to create their classes and using technology. This study will use a

semi-structured interview format in which a number of items under the sections following the theoretical

framework will be recorded: teacher-related aspects, learner-related aspects and classroom-related

aspects. Therefore, observation and survey tools are often used to gather data (Gall, Gall, & Borg, 2007).

Data Analysis Data Analysis is the process of systematically relating to statistical logical techniques to

describe and illustrate, summarize and recap, and evaluate data. While data analysis in

qualitative research can include statistical procedures, many times analysis becomes an ongoing

iterative process where data is continuously collected and analyzed almost simultaneously.

Indeed, researchers generally analyze for displays in observations through the entire data

collection phase. However, data collected for this study will qualitative and quantitative

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descriptive analyses. The analysis will also make use of charts for ease of understanding and

summarizing.

Ethics and Protection of Human Subjects

Regarding ethical considerations, the study will respect common codes of ethics, e.g. voluntary

participation in which none of the participants in this study will be forced (or feel forced) to participate or

provide information. All participants will be informed about the purpose of the study. The study also

respects participant confidentiality and welfare in which no harm is to result to participants, parents,

teacher, administrators or schools from participating in this study. Moreover, all names used in this study

are pseudonymous and anonymity of the participants will be protected at all stages. All data collected will

be used solely for this study.

6. Results and DiscussionsThis section presents and discusses results from the data collected for this study on student-

centered and what are the role of the teachers and students in American K-12 schools by means

of semi-structured observations supported by some visual data when possible. It is relevant to

remind the reader that the analysis follows similar sections and sub-sections suggested by the

theory where the theoretical model provided the initial framework of data analysis. The sections

are teacher-related and student-related factors.

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The first part discusses the data from the point of view of the teachers and students in relation to

my topic on student centered learning. Firs factor was teacher preparation. It was found that the

teacher did a lot of preparation for the session. The teacher had a weekly agenda which set the

plan for the teacher on a weekly basis. This included main classes objective as well as extra

materials. This gave me as an observer a positive attitude about the teacher for being profession.

I also wondered about the time they did all these preparations. I asked the teacher about this and

she mentioned that she did that during her office hours and sometime on her private time at

home. The second factor was autonomy. the students had many options to achieve the objective

during the class. They can use Chromebook, iPad or just the material book. Also, they can set

anywhere they feel relaxed or work with partner, but they weren’t allowed to do that when the

teacher was explaining the lesson or introducing the lesson. The third factor was Technology

Familiarity. The teacher is trained technologist user because the technology is the main part of

teaching in class these days. Moreover, the teacher efforts to modify between different devices

and services to achieve the ultimate benefits of technology. For sure, the students had enough

familiarities to use technology which were provided. They were taught how to use technology

since early stage of learning and if they had any difficulties to use it the teacher will be ready to

show them how to use it or they can ask their classmates.

The fourth factor was Encouragement. During the entire semester each month the teacher chose

three effective or hard worker students of each class to be nominated to share schoolteachers

with principal free lunch. This lunch is provided by school administration. Furthermore, the

teacher distributed candies to the students if they are sharing within class activities. This

encourage students to anticipate more. The fifth factor of the teachers and students in relation to

my topic on student centered learning was Brainstorming. To brainstorm ideas among students,

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the teacher sometimes tells a story or provide a real-like situation that could happened in

student’s daily life. Asking students to think of the point of story. Then, the teacher could be

making contrast between the story and the lesson. This help students to brainstorm and come up

with new ideas. The students were very exacting to hear stories especially if it was related the

teacher daily life.

The sixth factor was Discussion and asking questions. the teacher assigns specific hand sign if

the students had nothing related to the lesson. For example, if the students want to drink water,

they have to raise 3 fingers and the teacher give permission or not by moving the head.

Otherwise, the students allow to discuss but, they have to raise their hand to have permission.

also, they can discuss with any classmates if they were doing class homework. The seventh

factor was homework’s. The teacher used to give the students homework’s every day, but

students are able to complete uncompleted homework’s in class in specific day mentioned by

teacher, because these homework’s must be handed in papers to the teacher. Also, there were one

or two homework’s per week must be done online and the students have time to submit

homework during the weekend.

The eighth factor was projects. At the beginning of semester, the teacher announced the goals

and the projects that must be achieved during the semester. There were two types of project:

monthly and final projects. Both of these projects can be done in the classroom or at home. The

students can ask teacher or classmates for assistance. These projects could be online or on

papers. Also, students were extremely active to deliver their projects perfect and on time because

they had a chance to hang them on class board project. The last factor related to teacher and

students on my topic of students centered learning was assessment and feedback. Every Friday it

is time to give students feedback about their homework’s or projects. The teacher assigned class

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work to the students. Then, the teacher called students individually by name and gave them

feedback for their efforts and encouraged them. Sometimes the teacher needed to contact the

parents if the students didn’t respond.

According to assessment, the teacher took care of many things during the class. Also, the teacher

had to prepare the lesson, print outlines, and correct homework to give feedback as an

assessment. The teacher used many different ways to assess the students’ learning. The teacher

used the comprehension quizzes and written tasks, but he\she also assessed throughout the lesson

by asking verbal questions to get an idea of what the students need to be successful in their

learning. This was formative assessment and by doing this small step each day throughout the

lesson presentations, the teacher could better assess students success for the summative

assessment, which goes in the gradebook and helps determine students level of learning.

7. Conclusions

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Appendix

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