1. Student Centered Teaching and Learning
Dr. Katherine Carter Course Coordinator Post-Graduate Certificate in Higher Education (PGCHE) Teaching and Learning Unit

2. Warm up reflection
Think about how were you taught? How did you learn best? What hindered your ability to learn some subjects?
Think, Pair and Share

3. Are you talking for the full hour?
Research shows…
that student concentration during a 1 hour lecture begins to decline after the first 15 minutes.
Are you talking for the full hour?

4. Traditional way of teaching
Most of our ideas about teaching focus on what the teacher does rather than on what the students are supposed to learn.
Many of us define teaching as transmitting knowledge, as if teaching is telling. If we tell them, we’ve taught them.

5. In contrast, Student centered teachers:
think of teaching as anything they might do to help and encourage students to learn.
Student centered teaching focuses more on what the students are doing, not necessarily on what the teacher is doing.

6. This implies a conceptual shift:
FROM:
“I will tell you this and therefore you will learn.”
TO:
“I want to help you in ways which are effective for you and match your needs.”

7. Teacher centered ▪Instructional method is often lecture
▪Students need to memorize large amounts of information
▪Assessment: Multiple choice tests

8. What’s wrong with teacher-centered instruction?
▪Students fail to become engaged with the material
▪Students memorize materials often without meaning or understanding
▪Students do not remember material they learned earlier
▪Students cannot apply concepts to solve problems

9. In teacher-centred instruction,
the teacher takes too much responsibility – and therefore students remain passive.

10. Some principles of student centered teaching:
Students have different learning styles
Students have different personalities, needs and interests

11. 1) Students have different learning styles
Research tells us that students receive and process material in different ways.

12. Wall charts and pictures The spoken word Lectures Audiotapes
Visual Learning
Auditory Learning
Kinesthetic Learning
The written word
Diagram
Pictures
Videos
Wall charts and pictures
The spoken word
Lectures
Audiotapes
Discussion
Sound effects
Movement
Hands-on activities
Role play/drama
Practical and investigative activities
Group work 12

13. Various personalities of our students
1. Extroverted or Introverted
2. Reason/Logic or Intuitive
3. Structure or Flexibility

14. Extroverts and Introverts
Extroverts: Extroverted students like to work in groups. They like to role-play and make group presentations.
Introverts: Introverted students like to work alone, or just with one other student. Introverted students like to take time to think and process.

15. Extroverts and Introverts

16. Reason/Logic and Intuitive
Reason/Logic: These students prefer the material to be presented in a chronological, rational approach, using facts and figures to illustrate important points and practical examples to ensure clarity. (Statistical Data)
Intuitive: students who are intuitive like to discover relationships and connections among people. (Narratives and Personal Stories)

17. Reason and Logic

19. Structure vs Flexibility
Some students prefer structure. To accommodate these students, in group work, for example, give a specific role to each student:
-Group Leader: starts the activity and keeps the group on track
-Recorder: takes notes as needed
-Presenter: presents to the large group
-Time keeper: helps keep team on task within time limits
Tell students exactly what each role is supposed to do.

20. Flexibility and Creativity
Some students prefer flexibility and creativity in the class. Create an interesting project that challenges students’ thinking and taps into their creativity. That project could become the central feature of the course.

21. Comments so far?

22. Elements of student centered teaching:
Active learning rather than passive learning
Deep learning rather than surface learning

23. 1) The reliance on active learning rather than passive learning
Active learning is any process of teaching and learning which gives the student the responsibility for learning, and gives them an opportunity to meet that responsibility with the support and guidance of the teacher.
Active Learning Methods:
Go online and find articles from journals on the subject of…….
Use of case studies
Role plays

24. Active Learning Methods
Think, Pair and Share
Quizzes (not graded)
Written reflections on learning (3-4 minutes)
Debates and discussions
Field trips
Reflective journals
Show photographs and video clips
Create an online portfolio

25. 2) Surface learning and Deep Learning
Surface: memorize details, without understanding the meaning of the topic or concept. Quickly forget Deep: develop an understanding of ideas and concepts, often linking them to prior knowledge or experience.

26. 2) Surface Learning vs Deep Learning
Listen to the lecturer talk about prehistoric art created by the San People. (surface)
Go and conduct interviews with the San People. (deep)
Student centered teaching encourages deep learning.

27. Deep Learning: Surface Learning: I came to class.
I reviewed my class notes.
I made note cards, writing down the key words.
I highlighted the text.
Deep Learning:
I wrote my own study questions.
I tried to figure out the answer before looking it up.
I closed my notes and tested how much I remembered.
I broke down complex processes step-by-step.

28. We know now that…
--Students learn best through activities that facilitate understanding rather than simply receiving information from the lecturer.
--Lecturers need to help students construct their own understanding, rather than simply tell students things they are expected to memorize.

29. Good teaching
is no longer about accumulating knowledge passed on to students; it is about:
--helping students to make sense of new information
--to integrate new information with their prior experiences and existing ideas
--to apply new understandings in meaningful and relevant ways and
--we must create opportunities for this to happen.

30. Thank you!
Dr. Katherine Carter Course Coordinator Post-Graduate Certificate in Higher Education (PGCHE) Teaching and Learning Unit

31. 10 minute activity: Student-Centred Teaching
Gallery Walk
In small groups, go to each picture that is posted on the wall.
Discuss the picture within your small group. Then, on the yellow sticky note, record your discussion by writing down a few notes. Place the note on the picture
Rotate to the next picture and repeat.

32. Gallery Walk How can you use this activity in your classroom?
Student-Centred Teaching Methods:
Small Group Work In-class writing
exercises
Role Play Case Study
Discussion