1. Assist. Prof.Dr. Seden Eraldemir Tuyan
ELT 329 TEACHING METHODOLOGY II INTRODUCTION TO CLASSROOM OBSERVATION TASKS
Assist. Prof.Dr. Seden Eraldemir Tuyan

2. Agree or disagree?
The teacher is the most important person in the classroom.
A teacher’s job is to teach.
Learning is a passive activity.
I teach in the way that I was taught.
I like teaching because I like telling people what to do.
I don’t like the idea of ‘learner autonomy’

3. Beliefs about learning:
Issues for SCL:
How can we find out?
How can students engage in learning?
How can we involve them?
How can students be encouraged to try things out and discover?
What’s the Teacher’s role?
Students learn in _______ ways
Learning is an _________ process
Sts respond well if they are ___________
People learn with ________ not prescriptions
Knowledge is internal; __________ build it.
active individuals different guidance involved

4. Student-Centred Learning (SCL)
Teachers never teach anything. They only provide a menu of information which students will learn when they want or need to
The more students are personally involved in their lessons, the more effectively they are likely to learn. 4

5. Student-Centred Learning (SCL)
roots in early 1980 in USA with the establishment of ‘National Commission on Excellence in Education’
Outcome of the commission: 14 Learner-Centered Psychological Principles, (focus on learners, not teaching, curriculum and instructions, or administrative structures)
The principles are helpful
in addressing the challenges faced by the faculty and the teachers,
for learners in their pursuit of knowledge
for administrators in their search for effective and efficient operations
for policy makers in their effort to provide adequate resource

6. LEARNER CENTERED PRINCIPLES
The principles
(a) include learners in decisions about how and what they learn and how that learning is assessed;
(b) value each learner's unique perspectives;
(c) respect and accommodate individual differences in learners' backgrounds, interests, abilities, and experiences; and
(d) treat learners as co-creators and partners in the teaching and learning process

7. Student-Centred Learning
Teacher-centred:
Low level of student choice
Student passive
Decisions with teacher
Student-centred:
High level of student choice
Student active
Decisions with the student 7

8. The course book & other activities
Student Involvement
The task
The unit
The book
The course book & other activities
The curriculum
The syllabus

9. FACTORS IN LEARNER CENTERED PRINCIPLES
Cognitive and Metacognitive Factors
Motivational and Affective Factors
Developmental and Social Factors
Individual Differences Factors

10. Cognitive and Metacognitive Factors
Principle 1: Nature of the learning process The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.
Principle 2: Goals of the learning process The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.
Principle 3: Construction of knowledge The successful learner can link new information with existing knowledge in meaningful ways.

11. Cognitive and Metacognitive Factors
Principle 4: Strategic thinking The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.
Principle 5: Thinking about thinking Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.
Principle 6: Context of learning Learning is influenced by environmental factors, including culture, technology, and instructional practices.

12. Motivational and Affective Factors
Principle 7: Motivational and emotional influences on learning What and how much is learned is influenced by the learner's motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking.
Principle 8: Intrinsic motivation to learn The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control.
Principle 9: Effects of motivation on effort Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners' motivation to learn, the willingness to exert this effort is unlikely without force.

13. Developmental and Social Factors
Principle 10: Developmental influence on learning As individuals develop, they encounter different opportunities and experience different constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.
Principle 11: Social influences on learning Learning is influenced by social interactions, interpersonal relations, and communication with others.

14. Individual Differences Factors
Principle 12: Individual differences in learning Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.
Principle 13: Learning and diversity Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds are taken into account.
Principle 14: Standards and assessment Setting appropriately high and challenging standards and assessing the learner and learning progress-including diagnostic, process, and outcome assessment-are integral parts of the learning process.

15. Characteristics of Classroom Research

16. Classroom Research is…
systematically investigating the effects of teaching on learning for the purpose of improving instruction!

17. Characteristics Learner-centered Teacher-directed Collaborative
Focus on observing and improving learning, not on observing and improving teaching
Teacher-directed
Every teacher can conduct a useful and valid research on classroom learning
Collaborative
Active engagement of students and teachers; students might participate in the research actively

18. Context-specific
Sheds light on a specific question of an identified classroom, a particular discipline, a known group of students
Scholarly
Intellectually demanding and professionally responsible. It builds on knowledge base of research on teaching and learning; requires the identification of a researchable question, careful planning of the design, and implication of the research for practice

19. Practical and relevant
Questions are practical ones which the teacher faces in his/her teaching
Continual
A classroom research may raise new questions