How do learners learn in learner-centred teaching? The term 'learner-centred' depicts that learners are the active agents who determine how learning occurs. They "influence the content, activities, materials, and pace of learning" (Froyd & Simpson, 2000) and thus take responsibility of their own learning. The teacher, who takes the role of facilitator and coach, plays the key role of creating the necessary environment for the students so that they can learn independently.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
The process involves four major steps: attention, retention, reproduction, and motivation. In a classroom setting, students with externalizing behaviour observe their peers’ habits and can model those habits to reflect theirs. They also examine the effect of Observational Learning Theory and imply that social interaction as advocated by educational philosophers Piaget and Vygotsky assist students with externalizing behaviours not only learn from their peers but also, they can learn through interaction in the learning environment. They further suggest when students with externalizing behavior are given the opportunity to teach their fellow students they may acquire a sense of belonging, responsibility, and pride. Vygosky’s Zone of Proximal Development using principles of the guided learning theory asserts that students learn
Vygotsky assumes that learner will learn best when actively participating in a learning session with the teacher through doing constructed activities. Vygotsky builds a theory of Zone Proximal Development (ZPD) which is an undercover area of knowledge that a learner can build when teacher able to refine the way of learner perform. In social constructivism, the role of human linguistic abilities enable learner to outdone natural limitation. Vygotsky ZPD will enables the learner to reach a potential development by the guidance and participation or teacher as facilitator and peers. A learner capability of problem-solving and understanding situation will be upgraded above their actual development because constructivist believes the cognitive structures that still in the process of maturing will mature after compromising with the guidance or with the participation with others.
Thus, through the provision of opportunities provided by reality pedagogy for the teacher to be a part of student activities, practices, and rituals, a more accurate reflection of student culture in the classroom is delivered. Cobern (1996) argues that these realities, experiences, and artifacts that students have are what make them feel, think, and act in particular ways. When educators and researcher try to understand the connections between students’ realities and the ways in which they feel, think, and
“A child’s development is affected by their social relationships” (N.P., n.d. Web.) how they are socialized by people and the environment around them, even the world at large plays I big role in their development and who they become. The ecological systems theory of Bronfenbrenner gives explanation to how children develop and affected by their surroundings. The theory describes a compounded “layers” of environment: the Microsystem, the mesosystem, the exosystem, the Macrosystem, and the chronosystem each layer having an effect on child’s development. The implication it has, the theory on teaching is that it highlights the importance of bi-directional interactions, a good relationship of a child’s caregiver with teachers at school it brings
Students become self-reflected learners; they take responsibility for their own learning. The key to assessment as learning enables students to develop the capacity to monitor their own work in progress which the teachers support through encouragement and monitoring. ( Dear Hammond, L. (2012) Based on curriculum expectations and the achievement charts, the students are taught to use rubrics, samples and models as a good practice. In addition, formative assessment is a procedure utilized by instructors and students amid guideline that gives unequivocal input to alter progressing educating and figuring out how to enhance students ' accomplishment of planned instructional outcomes. Formative evaluation is a technique for persistently assessing students ' scholastic needs and advancement inside the classroom and goes before nearby benchmark appraisals and state-commanded summative assessments.
Thus I feel student centred learning is more beneficial for students. The teacher needs to identify their personal teaching style and should also understand the learning styles of her students to engage and motivate all the learners further to enhance their
This study is essentially an exploratory research that intends to explore teacher recruitment procedures in practice and measure its effectiveness on student learning outcome. This study uses the mixed-methods for collecting and analyzing the data. The nature of the study entails using both quantitative and qualitative methods (mixed methods); as the study determines, measures and examines teacher effectiveness inside classroom as a result of current recruitment procedures and practices. There are a few advantages in using the mixed-methods in this research. A few includes, as Creswell & Clark (2011, pp.
Many teaching strategies and learning activities address this notion. For example, Problem-based Learning Theory (an amalgamation of Cognitive and Social Constructivist theories, by Piaget (1920) and Vygotsky (1978), respectively), is a hands-on, active learning technique that lets students be independent thinkers and problem-solvers through investigation, where the teacher is a facilitator. Other models which guarantee student engagement include Discovery Learning by Bruner (1961), Experiential Learning by Kolb (1984) and 21st Century Skills. These models provide maximum opportunities for students to experience with materials and resources, collaborate, socialize, analyse and solve problems related to real life. Teachers can employ instruction which is clear, communicate their objectives vividly, design a plan using a variety of strategies and resources, ask questions frequently and effectively and have brain-storming sessions, attention grabbing starters, pre-while-post technology hands-on, debates, role plays, enquiries, case studies, research, multimedia presentations, group work, simulation by audios and videos, games, interactive plenaries, inventories, quizzes etc.
The Lesson In “The Lesson” by Toni Cade Bambara, a preteen named Sylvia is taken to a field trip with a group of friends by an educated woman named Miss Moore in hopes to motivate them to become successful. While Sylvia prefers to do something better with her summertime, she becomes aware of the vast financial gap between the wealthy and poor. Miss Moore conveys the message of working hard through education to achieve dreams. Through the elements of character, setting, and conflict, Sylvia begins to realize her intelligence is powerful and can be used for success.