Abstract In original usage, student-centric learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students. Student-centric instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student- centric learning puts students ' interests first, acknowledging student voice as central to the learning experience. In a student-centric classroom, students choose what they will learn, how they will learn, and how they will assess their own learning. student-centric learning requires students to be active, responsible participants in their own learning and with their own pace of learning Usage of the term "student-centric learning" may also simply refer to educational mindsets or
Therefore, teachers must create an ideal classroom environment that is encouraging to learning. Also, teachers should be trained to support expanded role for class interaction to make effective. Teachers should consider various strategies that can capitalize on student engagement and success in the classroom. As instructors, we can create an ideal classroom environment that is favorable to learning. Learning is intrinsically hard-work; it is pushing the brain to its limits, and it can only possible with the help of motivation.
Differences One significant difference between Bruner and Vygotsky is that Bruner believes that students learn better if they obtain information and knowledge themselves through active participation and teacher only giving support at the right time. Conversely, Vygotsky believes that students face challenges when teachers left too much work for them to do independently. He thought students learned better when they communicated, interacted, shared and discussed with one another. Real life
C. Analysis In this chapter, I will make critical analysis on the results of the classroom observation with my opinion. 1. Teacher’s Classroom Management a. Managing students to pay attention to the lesson According to Warfield (2016) mentioned that classroom surrounding very affects to student performance. So, this is the teachers’ duties to make the students pay attention to the lesson when the students feel so bored and lost their concentration during the lesson.
Classroom discipline refers to the efforts of a teacher to help students learn to conduct themselves in a responsible manner (Charles, 2011). Redl and Wattenberg believe that students behave differently when they are in a group than they would individually. Behavior is influenced through group dynamics and peer pressure. Because of this, teachers need to manipulate the whole group of students, not just individuals. Redl and Wattenberg believe that in order for teachers to be effective in disciplining students, they must use encouragement and use punishment sparingly.
The information technology as a tool to support teaching, give full play to information technology in student learning, active exploration, cooperation and exchange of advantages, a good teacher's role to achieve change. The role of information technology in teaching should not be underestimated, it assisted the students in cognitive function to be better than any previous technology. But it is only an auxiliary tool for classroom teaching. Core teaching process is the process of emotional interaction between teachers and students, the process of information technology education can not be replaced. Teacher-student interaction in teaching and learning process, IT has become a problem to produce teaching and promoting the proliferation of signs of student thinking.
Challenge-based learning experiences further harness the desire of many students for a sense of meaning with their education while effectively training key skills such as multidisciplinary teamwork and decision-making, advanced communication, ethics and leadership of self and others. However, almost all challenge-based learning experiences surveyed are on the periphery of the curriculum, operated as introductory or special courses or master thesis projects. According to Malmqvist, et.al 2015, bhallenge-based courses still have a way to go before they are part of the regular curriculum because the work may be demanding to accomplish within a short period. This should be mindful to guide students to set a realistic challenge for their Big Idea that
Now resources found in many classrooms rely upon a different set up where the chalkboard many be a whiteboard but the classroom shifts according to the needs of the activity. No longer is the activity based upon lecturing and having the teacher recite, institute repetitive exercises but interactions are based upon use of media both within the board but also in the physical world. Access to different resources like a mix of sensory layers also appeals to the learner’s sense of curiosity that contributes to his or her sense of creativity. In this way, resources in the infinite possibilities remain important for the educator to not only use as a tool or prop but to use as a means to form bonds with the student’s environment. The job of the resource is to open the door to learning with respect to how the educator able to blend different types of learning styles that meet the needs of learners regardless of what type of learner they may be or what stage of learning process they are at.
There is collaboration, communication and equal interaction amongst students and teacher instead of teacher exclusivity. The pros are that students learn important communicative and collaborate skills, directing their own learning, asking questions, independent task completion and are more motivated in the learning activities. The cons are that classrooms might often be noisy, difficulty in managing all student’s activities at once, important information or facts may be missed due to instruction not being delivered at once and preference to work alone for some students. The curriculum The central goal for instructors is to develop a curriculum that develops instructional materials and activities that promotes the maximum growth within the learners. Multidimensional area of investigation that allows the students to explore, discover and make their own choices.
Teachers need to provide students with useful tools that not only will help them at school but also in their daily lives. As Wolfe poses in her book Brain Matters, “[teachers] need to put more emphasis on teaching to both halves of the brain, since they work together all the time. Content is important, but text without context is often meaningless. [They] need to teach content within a context that is meaningful to students, and that connects to their own lives and experiences. This is teaching both halves of the