Maasai Road off Mombasa Road, Nairobi,
P. O. Box 18095 - 00500, Nairobi,
Tel. (254-020) 6 531 106•2 679 427
• 554 193 • 6 530 917
Mob. (Advisor): +254 721 871 472
Fax: (254-020) 553 355
E-mail: advisor@agt.co.ke
Web Site: agt.ac.ke
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STUDENT-CENTERED TEACHING AND LEARNING |
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| Student-centered learning is an approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators. This approach has many implications for the design of curriculum, course content, and interactivity of courses. For instance, a student-centered course may address the needs of a particular student audience to learn how to solve some job-related problems using some aspects of mathematics. In contrast, a course focused on learning mathematics might choose areas of mathematics to cover and methods of teaching, which would be considered irrelevant by the student. Student-centered learning, that is, putting students first, is in stark contrast to existing establishment/teacher-centered lecturing and careerism. Student-centered learning is focused on the student’s needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. This classroom teaching method acknowledges student voice as central to the learning experience for every learner. Teacher-centered learning has the teacher at its centre in an active role and students in a passive, receptive role. Student-centered learning requires students to be active, responsible participants in their own learning Traditionally, teachers direct the learning process and students assume a receptive role in their education. Student-centered learning means reversing the traditional teacher-centered understanding of the learning process and putting students at the centre of the learning process. Student-centered learning allows students to actively participate in discovery learning processes from an autonomous viewpoint. Students consume the entire class time constructing a new understanding of the material being learned without being passive, but rather proactive. A variety of hands-on activities are administered in order to promote successful learning. Unique, yet distinctive learning styles are encouraged in a student-centered classroom. With the use of valuable learning skills, students are capable of achieving life-long learning goals, which can further enhance student motivation in the classroom. Because learning can be seen as a form of personal growth, students are encouraged to utilize self-regulation practices in order to reflect on his or her work. For that reason, learning can also be constructive in the sense that the student is in full control of his or her learning. Over the past few decades, a paradigm shift in curriculum has occurred where the teacher acts as a facilitator in a student-centered classroom. Such emphasis on learning has enabled students to take a self-directed alternative to learning. In the teacher-centered classroom, teachers are the primary source for knowledge. Therefore, the focus of learning is to gain information as it is proctored to the student. Also, rote learning or memorization of teacher notes or lectures was the norm a few decades ago. On the other hand, student-centered classrooms are now the norm where active learning is strongly encouraged. Students are now researching material pertinent to the success of their academia and knowledge production is seen as a standard. The following provides a few examples of why student-centered learning should be integrated into the curriculum: • Strengthens student motivation • Promotes peer communication • Reduces disruptive behavior • Builds student-teacher relationships • Promotes discovery/active learning |
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ASSESSMENT OF COMPETENCE |
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The BTEC delivery style is characterized by: • Continuous assessments (there is no final exam) of learning outcomes from specific tasks given by assignments. |
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