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