STUDENT CENTRED LEARNING AN INNOVATIVE APPROACH
Dr.S.Sekar, Educational consultant&Academic Researcher
PART 1
Teaching is one of the most complex processes known to humankind , and there is a vast body of research on the theories and models that underpin successful teaching, learning and assessment. Practical suggestions have their place in:
1. Supporting busy teachers in balancing the various demands made on them;
2. Helping them to benefit from some of the experience around them;
3. Assisting them in their continuing professional development and reflective practice aspirations;
4. Helping them to carry out their work without reinventing too many wheels.
Teaching is one of the most complex processes known to humankind , and there is a vast body of research on the theories and models that underpin successful teaching, learning and assessment. Practical suggestions have their place in:
1. Supporting busy teachers in balancing the various demands made on them;
2. Helping them to benefit from some of the experience around them;
3. Assisting them in their continuing professional development and reflective practice aspirations;
4. Helping them to carry out their work without reinventing too many wheels.
The range of teaching-learning processes practised by teachers extends far beyond standing up and giving lectures. We start by exploring some of the most common teaching learning situations, and linking these to the learning processes we wish our students to engage in.
Some immediate suggestions are then offered regarding curriculum design, and ways in which students key skills can be deliberately developed through the curriculum.
DIFFERENT TEACHING LEARNING SITUATIONS:
We wont always be able to choose how best to deliver a particular part of the curriculum. When we do have such an opportunity ( for example, when planning a new course or curriculum element, or when revalidating existing provision), we may find it useful to think about a range of possibilities. Ideally, we should seek to explore several different methodologies for the delivery of any element of the curriculum, but each alternative will have its own advantages and drawbacks, both economically and peadagogically:
1. Full-time taught courses.
These remain the most usual provision in most modern education institutions, and have potential benefits associated with social interaction between students, and between teachers and students . Several parts are on preparing lectures and designing assessment to match such course delivery.
2. Part-time taught courses.
Here there may be limited opportunity for social interaction among students, but teaching may be similar or common to that in full-time provision.
3. Workbased traing programmes.
These are essentially teaching-learning situations that involve students having a given period of time. The relevance of the content of the training to students overall needs is more easily guaranteed.
Open,flexible and distance learning programmes. These cover situations where students work through specifically designed self-study materials on their own. This may be alongside conventional institution based delivery or at a distance from the institution, at times and places of their own choosing and at their own place. The institution provides tutorial support, counselling and assessment.
4. Resource-based learning. |This includes learning workshops, open access and drop-in-centres where the institution offers tuition, councelling and learning support plus access to materials and equipment. The materials may be print-based, computer-based or multimedia in nature and there may be opportunities for group and individual contact with teachers, as well as access to assessment provision.
5. Online learning. This methodology includes computer-based learning, which may be institution based or done at networked computer facilities at the students home or workplace locations. Tutorial support and learning materials are networked to the computer terminals where students study and their study times can be varied to suit their individual requirements. Virtual or real-time group working is also possible along with one-to-one teacher contact.
6. Collborative learning. This methodology is used when it is intended that students work together in small groups for significant parts of their learning. It can be arranged as an institution based process, or for students to undertake in actual situations they are learning about.
7. Independent study pathways. These are particular elements of the curriculum which individual students are able to chose or adapt to their particular needs or requirements. They may involve using print-based or computer based learning resource materials, on or off the institution. By definition they are individualized but will normally involve teacher contact and support.
We wont always be able to choose how best to deliver a particular part of the curriculum. When we do have such an opportunity ( for example, when planning a new course or curriculum element, or when revalidating existing provision), we may find it useful to think about a range of possibilities. Ideally, we should seek to explore several different methodologies for the delivery of any element of the curriculum, but each alternative will have its own advantages and drawbacks, both economically and peadagogically:
1. Full-time taught courses.
These remain the most usual provision in most modern education institutions, and have potential benefits associated with social interaction between students, and between teachers and students . Several parts are on preparing lectures and designing assessment to match such course delivery.
2. Part-time taught courses.
Here there may be limited opportunity for social interaction among students, but teaching may be similar or common to that in full-time provision.
3. Workbased traing programmes.
These are essentially teaching-learning situations that involve students having a given period of time. The relevance of the content of the training to students overall needs is more easily guaranteed.
Open,flexible and distance learning programmes. These cover situations where students work through specifically designed self-study materials on their own. This may be alongside conventional institution based delivery or at a distance from the institution, at times and places of their own choosing and at their own place. The institution provides tutorial support, counselling and assessment.
4. Resource-based learning. |This includes learning workshops, open access and drop-in-centres where the institution offers tuition, councelling and learning support plus access to materials and equipment. The materials may be print-based, computer-based or multimedia in nature and there may be opportunities for group and individual contact with teachers, as well as access to assessment provision.
5. Online learning. This methodology includes computer-based learning, which may be institution based or done at networked computer facilities at the students home or workplace locations. Tutorial support and learning materials are networked to the computer terminals where students study and their study times can be varied to suit their individual requirements. Virtual or real-time group working is also possible along with one-to-one teacher contact.
6. Collborative learning. This methodology is used when it is intended that students work together in small groups for significant parts of their learning. It can be arranged as an institution based process, or for students to undertake in actual situations they are learning about.
7. Independent study pathways. These are particular elements of the curriculum which individual students are able to chose or adapt to their particular needs or requirements. They may involve using print-based or computer based learning resource materials, on or off the institution. By definition they are individualized but will normally involve teacher contact and support.
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