What about your student

What about your student

I am teaching high school students between the age group of 15-18. My students have multicultural back ground with average intellectual level. They belong to middle class with strong religious bond. They believe that information available on net is not always reliable.

Their parents consider the use of net as wastage of time and cause of diversion from their regular studies. They attribute sitting on net as unethical. So in this situation it is very difficult for a teacher to motivate the students and clear the doubts of students’ parents.

However, I constantly motivated them and gave them the advice that net itself is neither good nor bad and you have to be positively selective in gathering information from cyberspace. This made them make the effort to break cultural taboos.

After constant encouragement and introduction to the idea of group studies in the class, for a start students were assigned tasks and were asked to teach the class using multimedia. So the student learned the techniques of student centered learning such group studies and peer assessment.

Introduction of blogging technique among the students created great interest and enthusiasm, which not only removed shyness to use the net but also developed more and more interest in the conceptual understanding of the subject and made even non-active students to participate actively. In that way the whole class participated. Some links are given blew as students’ first work:

http://www.2wardsgood.blogspot.com/2012/09/gambling-lottery-introduction-before.html#comment-form

http://islamictopictcs.blogspot.com/2012/09/pork-and-other-haram-meats.html#comment-form

http://www.islamigirlsd.blogspot.com/

Some students were more enthusiastic and they developed web sites. One of the link is given below:

http://islamiccreeds.webs.com/apps/photos/photo?photoid=166725012

Some are on their way and trying to develop website.

Also, now in my class students are assessed by their peers. This further helps to keep my students involved and engaged.

 

 

CHANGE AND THE 21st CENTURY LEARNERS

Both articles hold a slightly different perspective of the 21st century learner. The first article says that the current learner doesn't like the traditional, orthodox method of teaching where students rely on traditional instruction. They prefer to be more involved in the technology. On the other hand, the 2nd article states that the reason behind authentic learning not being common in today's world is because not only the teachers but also the 'students’ often prefer the old traditional way.

The first article argues that the main purpose of technology is to make things faster, quicker and more efficient. This statement stands true but I couldn't agree with the analogy between cars/ electricity and education. I think that the use of technology to solve simple Maths has inhibited the ability to think. While cars reduce our physical stress if we were to go on very long journeys on foot it doesn't interfere with our thinking abilities.

Another thing that the article says regarding video games is: "What these games do provide is insight into engagement, not entertainment. Video games challenge K-12 and higher ed to foster engagement in learning." I agree that video games develop engagement in the learners, but only if used wisely. For instance, if a child is playing a video game and then has to go study, his mind would still be thinking about the game and he'll try to get over with his studies as soon as possible so that he can return to his game which he might have left on a crucial note. I am not entirely against video games. Video games can be very constructive only and only if they are played within a specific time and not all the time. I have seen many kids who spend hours and hours each day in just playing a video game. Kids keep playing games on their ipads while indoors or outdoors. Over dosage of anything is bad. I guess this is the part where the teachers/parents come into play. Teachers should encourage their students to play something constructive and to keep an allotted time for their entertainment games. Technology is a very beneficial tool if used the right way and it is the teacher’s job to teach the students to make good use of it.

Moreover, I agree with the fact that we, teachers, should understand the needs of the 21st century learners and change our teaching methods to those which are more suitable. "Faculty must therefore abandon the notion that a lecture and reading assignment are enough to teach a lesson". This is true. I have therefore implemented multi-media strategies to keep students in my classroom engaged. Also, I try to keep everything student centered.

Another important point that caught my attention was that it is very important for the teacher to communicate in the language and style of today's students. Being a religious educator, I feel there is a great need to relate religion to today's life and not of that many years ago. I give students real life scenarios to reflect and think upon and then to come up with their own solutions to a problem. My job would be to facilitate them and to guide them whether their solution was right or wrong. This is more effective than just directly giving them answers.

Also, collaborative team work is definitely better and more fruitful than the old individual style. I give my students group projects to do using multimedia technology so that they make the best use of technology and learn to work together as a team.

The learning spaces online provide a very engaging medium for today’s 21st century learner. They provide a very innovative platform for students to gain knowledge and not just gather information.

 The most important thing would be to prepare the learner for the world outside the classroom by linking the classroom lessons to real-life problems. This is dealt with in the second article.

While the first article explains the 21^st century learner as one whose world revolves around technology and explains how he/she prefers to learn and study, the second one deals with a system of learning, the authentic learning , which best meets the demands of today’s modern student.

The most important thing is to prepare the learner for the world outside the classroom by linking the classroom lessons to real-life problems. Authentic learning provides the exposure to real-world situations that a learner needs through simulations, role-play and problem-based activity. Technology is a real gem when it comes to this. For example, if a chemistry teacher were to just tell the students in a lecture the working of a nuclear reactor, many doubts would form in their minds. But, if they were to rather actually see its working in real they would better understand it. The magic of technology is that it can create virtual realities which are ditto to the real world. I am going to implement role-play and problem-based activity in my classroom from the coming semester. I liked the idea of the teacher joining the students as a co learner. The main aim should be to improve the education standards.

To conclude I’d quote this line from the second article "According to employers the most important skills in new hires include teamwork, critical thinking/reasoning, assembling/organizing information and innovative thinking/creativity." We as the teachers should drop our old methods and take up those which help our students to acquire all these skills. This can only be done with the help of technology. The 21^st century learner should be well-prepared to face the world outside of schools, colleges and universities. It is our duty to guide them and facilitate them along the way.

Student Engagement in my Project

The article deals with keeping students engaged through the idea of gamification, the key point being that in order to be fully immersed in a project students should both want and like what they are doing.  

I think that the thing about a game in general that keeps a person engaged is that it is not repetitive. Like the article said that a game is layered into many goals and typically there is more to every goal than its predecessor. There is always a new element at each level that provides a new challenge for the player and keeps him hooked as there is no monotony. Layering the game in increasing order of difficulty encourages the person to go on. As the article stated that 'engagement occurs when the brain is rewarded', when a person easily completes the relatively easier introductory levels, he/she feels elated at their accomplishment and have a renewed will to go on. Their 'victory' serves as a reward for their brain as it stimulates both feelings of wanting and liking. If faced with something difficult right in the beginning they might feel discouraged.

I liked the above mentioned ideas and plan on implementing some of it in my teaching. For example, instead of directly aiming for the 'boss battle'- which are the tests and exams students give-I plan on structuring a game like scenario where I would give students several activities and reward them with points. This method would even take homework in its stride and make it less of a burden and more of a challenge to the students. For example, after a class I could take a short interactive quiz from the students; this would also give me the opportunity of obtaining the feedback from the students. The students would be rewarded points for each correct answer. Using technology, I could use softwares like Microsoft PowerPoint to create interactive quizzes, crosswords etc. Then I could give them their homework project as a sort of a next level and again award more points. At the end of the week we can take one step forward and divide the students into groups and ask them to prepare for the big game where the groups would be competing against each other (a sort of a multiple-player game!). The students would have to revise and go through all the work done in the course of the week and then have a debate on the topic to hone their collaborating skills, as they would have to work as a team, as well as their thinking power and speaking skills. Here again technology would come into play as the students will make use of the web to gather information and research a given topic.  Then we could have a computerised question/answer round with a time limit. When the students pass a level and go to the next the time limit could be decreased, making it harder. The students could be presented with challenging questions where they would have to discuss and answer.  So basically by the time the date for the main test/exam arrives the students will already be well prepared and will not think of it as a burden.

I loved the idea of having somebody to both 'like' and 'want' something to keep him totally and whole-heartedly engaged. Being the educator, I could encourage the students to want to learn by outlining the benefits of being a well educated person at present  and in the future. Basically, the main reason that people study is because they 'want' to learn not because they 'like' to learn. Everyone wants to be educated and to earn a degree, but the liking element is mostly absent. They just think of it as something they have to do.  This is especially true for teenagers. They just want to pass high school so that they can enter into colleges and build their carriers. However, now through the implementation of gamification in teaching, students will also start ‘liking’ studying. Thus, by default, students will be kept engaged. 

Also, it is very important to set up goals and objectives prior to teachings. This will help the students to know exactly where they will stand after the lesson and what they should be looking forward to.

To top it all, one of the catchiest lines in the article for me were- 'During assessments, explain why answers are correct or incorrect, or provide links to where the appropriate information can be found. Never just say, "That's wrong. Try again."' This is very important and something we, educators, often miss out on. It is crucial to explain to the student why he is wrong and how he could correct himself.

In the end, it would be very necessary to reward the learner in front of his peers. A simple round of applause by fellow peers can do wonders in terms of motivating a learner and encouraging others to try and achieve the goal next time.

To conclude, I would say that gamification in a non-game context, ie in education, serves as an excellent medium to keep learners engaged.

Mobile Learning

There is a need to re-conceptualize learning for the mobile age to recognize the essential role of mobility and communication in the process of learning and also to indicate the importance of context in establishing meaning and the transformation effect of digital networks in supporting virtual communities that transcend barriers of age and culture.

http://www.youtube.com/watch?v=neZYE9gBIuE

http://www.youtube.com/watch?v=dECs3SRh8Xo&feature=related

Many theories of learning have been advanced over the 2500 years between Counfucius and the present day, but almost all have been predicated on the assumption that learning occurs in a school classroom, mediated by a trained teacher. A few educational thinkers have developed theory-based accounts of learning outside the classroom, including Argyris(Argyris& Schon,1996), Friere (Friere, 1972), Illich (Illich, 1971) and Knowles (Knowles & Associate, 1984), but none have emphasized the mobility of learners and learning. For example, a search of the extensive and authoritative Encyclopedia of in formal learning (www.infed.co.uk, accessed June 2005) shows no reference to mobile learning.

A first step in postulating a theory of mobile learning is to distinguish what is special about mobile learning compared to other types of learning activity. An obvious, yet essential difference is that it starts from the assumption that learners are continually on the move. We learn across space as we take ideas and learning resources gained in one location and apply or develop them in another.

Second, a theory of mobile learning must therefore embrace the considerable learning that occurs outside classrooms and lecture halls as people initiate and structure their activities to enable educational processes and outcomes. A study by Vavoula (Vavoula, 2005) of everyday adult learning found that 51% of the reported learning episodes took place at home or in the learner’s own office at the work place, i.e. at the learner’s usual environment. The rest occurred in the workplace outside the office (21%), outdoors (5%), in a friend’s house (2%), or at places of leisure(6%). Other locations reported (14%) included places of worship, clinics, cafes, hobby stores, and cars. Interestingly, only 1% of the self-reported learning occurred on transport, which suggests both that mobile learning is not necessarily associated with physical movement, and conversely that there may be opportunities to design new technology that supports learning during the growing amounts of time that people spend travelling.

Third, to be of value, a theory of learning must be based on contemporary accounts of practices that enable successful learning. The US National Research Council produced a synthesis of research into educational effectiveness across ages and subject areas (National Research Council, 1999). It concluded that effective learning is:

1.       Reason from their own experience

2.       Knowledge, taught efficiently and with inventive use of concepts and methods

3.       Diagnosis and formative guidance that builds on success

4.       Sharing knowledge and supporting less able students.

These findings broadly match a social-constructivist approach, which views learning as an active process of building knowledge and skills through practice within a supportive community.  

    Mobile technologies to be employed as powerful learning tools in higher education; their current use appears to be predominantly within a didactic teacher centered paradigm rather than more constructivist environment.

It can be argued that the current use of mobile devices in higher education is pedagogically conservative and regressive. Their adoption is following a typical pattern where educators revert to old pedagogies as they come to terms with the capabilities of new technologies, referred to by Mloduser, Nachmias, Oren and Lahave (1999) as one step forward for the technology two steps back for the pedagogy.

Adopting more recent theories of learning has the potential to exploit the affordances of the technologies in more valuable ways.

Patten, Armadillo, Sanchez, and Tangney (2005)argue that the benefits of mobile learning can be gained through collaborative, contextual, constructionist and constructivist learning environments. This is supported by switzer and Csapo’s(2005) observation that mobile technologies afford learners opportunities for collaboration in the creation of products and for sharing them among their peers.           

     Mobile Learning and Education

Here is the you tube link to a PowerPoint presentation connecting mobile learning to education

http://www.youtube.com/watch?v=AC50lZb_45E

Mobile Devices in Teaching and Learning

A variety of higher education leaders’comment on the use of mobile devices in  teaching and learning.

http://www.youtube.com/watch?v=UEFXZomXs-o&feature=related

MOBILE LEARNING

Develop and deliver all types of training and learning content by mobile devices such as PDAs and Smartphone’s

http://www.youtube.com/watch?feature=endscreen&v=neZYE9gBIuE&NR=1

There are some ways to improve teaching through mobile learning; Inquiry based learning, Flipped classrooms, Skype…

Inquiry based learning:  

“Inquiry” is defined as “a seeking for truth, information, or knowledge seeking information by questioning.”     

The phones have also helped create a teaching style that the faculty refers to as “Mobile Enhanced Inquiry based learning”.

Combining mobile Phones and a learning theory that teaches through experimentation and questioning. Educators use the phones to deliver information, flash cards, key words and other basic information that students needs in order to come to class ready to discuss and experiment.

The following videos give an extensive insight into understanding what Inquiry based learning is.

http://www.youtube.com/watch?v=z8Lh5MfyE-E

http://www.youtube.com/watch?feature=endscreen&v=sLQPXd8BiIA&NR=1

Flipped Classroom:

A reversed teaching model that delivers instruction at home through interactive teaching, the teacher created videos and moves. Moving lectures outside of the classroom allows teacher to spend more 1:1 time with each student. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers creating a collaborative learning environment.        

http://www.youtube.com/watch?v=v-y9vR7YTak&feature=relmfu

In many ACU classes one component of mobile implementation is lecture podcast’s which allows students to consume much of the information typically delivered in the classroom on their own time.

The idea is to free up teachers during class time for interacting with students and working through problems, a concept known as “Flipping the Classroom”.

It also allows students to pause and repeat information that they find confusing and they can work at their own pace.

Skype In The Classroom:        

“Skype announces collaboration with prominent organizations to further improve teachers with educational resources through technology by offering Skype in the classroom. The program will allow teachers around the world to connect and collaborate, share information find guest speakers and more.   

http://vator.tv/news/2011-03-30-skype-launches-skype-in-the-classroom

Conclusion:

The integration of mobile technology and constructivist learning theory is impacting educational environments. Researches and current practices are in their infancy and changing on a daily basis. What we know for sure today will surely change tomorrow but we have seen that constructivist learning theory and mobile technology are being utilized in increasing numbers and innovative ways. A need for professional development commitment and further researches as demonstrated by the information discovered at this time shows that there is a definite need for more research. It is our belief that our research has reveled that neither mobile technology nor learning theory is the answer to our education but is powerful to enhance the process.            

Reflect on Relevent Literature

New Technology New Pedagogies

New technologies are an important component of any pedagogy that prepares students for living in the 21^st Century. New technologies are obviously essential in teaching students how to be literate with the tools that they will need for their futures.

New technologies are an important ingredient in the challenge of individual differences:

·         To support individual differences in learning to recognize the world; provide multiple, flexible methods of presentation

·         To support individual differences in learning strategies for action; provide multiple flexible methods of expression.

·         To support individual differences in what is motivating and engaging; provide multiple flexible options for engagement.  (Rose& Meyer 2002)     

Education technology has played a major part in improving the learning outcomes of individuals by personalizing the learning experience. E-learning refers to the specific kind of learning experienced within the domain of educational technology, which can be used in or out of the classroom. Distance learning, computer-based training and social networking tools are just a few examples of E-learning.

Using mobile technologies to develop new ways of teaching and learning are being introduced. New pedagogies for mobile technologies that promote their use not for simple one to one communication or delivery of information, but to focus on their use as cognitive tools in authentic learning environments.

Authentic learning situates students in learning context where they encounter activities that involve problems and investigations reflective of those they are likely to face in their real world professional contexts. ( Brown, Collins & 1989, Lave& Wenger 1991) Harrington and Oliver have identified nine characteristics of authentic learning: 

1.       Authentic contexts that reflect the way the knowledge will be used in real life.

2.       Authentic activities that are complex, ill- defined problems and investigation.

3.       Access to expert performances enabling modeling of processes.

4.       Multiple roles and perspectives providing alternative solution.

5.       Collaboration all owing for the social construction of knowledge.

6.       Opportunities for reflection involving met cognation.

7.       Opportunities for articulation to enable knowledge to be made explicit.

8.       Coaching by the teacher at critical times.

9.       Authentic assessment that reflects the way knowledge is asses in real life.

These characteristics formed the basis for teachers to plan and design learning environments where mobile technologies could be used in their different subject areas and specializations.

However individual teachers were free to use alternative theoretical perspectives for the design of the pedagogies if appropriate.

The tool I personally chose for my students was blogging. Weighed against all the latest innovations, it might seem a bit outdated to some, but I want to introduce my students gradually to learning technologies. Firstly I had introduced the delivery of lectures using presentations software in my school, secondly, I started keeping the whole class student-centered, and now as a third step I introduced blogging. Since the commencement of my PGCTHE course in september2011, I have been implementing all these steps and it has not only brought a great and pleasant change in my teaching, but has also helped to increase the interest of students and the competition among them to do better.

Discussion on Moodle was good and informative for me. It helped me a lot to understand the purpose and how we can implement technology in our education.

Surprisingly the main problem I got during the implementation was from parents’ side. Many parents are unwilling to get internet connection as they fear their children will waste heaps of valuable time. Also, some of them think that since the information on the internet is not always reliable it is unwise to give children access to it. For example, some religious content on the internet can be contrary to their beliefs and they think that their children will be left confused in matters of religion. What I think is that this is the point where the teacher comes into play. Teachers should have the capability to facilitate and guide the students. But then again, isn’t it difficult to find so many capable teachers? Also, will the teachers be able to totally eradicate the confusion in their minds?

These are some of the questions that remain unclear to me. Anyone with answers that can lay the confusions in my mind to rest is welcome.

One support that I want is time. All this stuff is quite new to me and I am trying to understand and implement in my teaching. Therefore, I am always the last one to submit the work. My example is like that of an athlete who is the last participant in a marathon but has his eyes on the finishing line.          

     

Learning Network

Learning Network

The term learning network encompasses information and instructional technology, as well as telecommunication tools, applications and systems that support learning. The whole point of the network is about connecting with people.

 Internet provides many facilities that assist in learning. I feel that blogging offers an easy way of communicating knowledge, sharing thoughts and views and mentoring the students.

Nowadays internet is easily accessible by all and it provides a flexible schedule for teaching and learning. One can publish blog posts at one’s own convenience

Progressive inquiry

Progressive inquiry

 Introduction:

 Chapter 5 discusses the brain and how learning and experience contribute to

It’s development. The chapter opens with the anatomical study of the brain and then indulges into how learning organizes and re-organizes it. How different parts may be ready to learn at different times also forms part of the discussion in this chapter.

   There is much interest in people regarding the neuro-development of children and babies, and the effects of early experiences and learning. Researches and studies in fields of neuroscience, cognitive psychology and developmental psychology are avidly being carried out. Evidence from all such studies and researches coalesces to form a rather clearer image of how intellect develops. The chapter discusses how the use of latest and modern imaging techniques, namely FMRI and PET, make observation of human learning processes in the brain easier.

   The introduction of the chapter also contains the common misconceptions that are born when these research findings are applied to education. The chapter also discusses the importance of instruction and learning in a child’s psychological and brain development and how interaction with the external environment is essential for such development.

On the other hand chapter 6 has taken a detail review of the effects of new knowledge on the learning environments, e g schools.

Advancement in the science of learning raised points about the learning environments, the value of rethinking what is taught, how it is taught, and how it is assessed.

This chapter mainly concentrates on the general characteristics of learning environment that to be examined in light of new developments in the science of learning.

The discussion started by considering a point raised in chapter 1- that the learning goals for schools have undergone major changes during the past century.

 New goals for education require changes in opportunities to learn. After this discussion design of learning environment may be changed in four perspectives about human learning;

·        Learner centered

·        Knowledge centered

·        Assessment centered

·        Community centered

Before carrying on further, let’s first briefly skim through the history of education

The history of education: Its part of the past and present teaching and learning. Each generation, since the beginning of human existence, has sought to pass on cultural and social values, traditions, morality, religion and skills to the next generation.

The history of the curricula of such education reflects human history itself, the history of knowledge, beliefs, skills and cultures of humanity.

Universal education of all children in literacy has been a recent development, not occurring in many countries until after 1850 CE. Even today in some parts of the world, literacy rates are below 60 percent (for example, in Afghanistan, Pakistan, Bangladesh). Schools, colleges and universities have not been the only methods of formal education and training. Many professions have additional training requirements and in Europe, from the middle ages until recent times, the skill of the trade were not generally learned in a classroom, but rather by serving an apprenticeship.

Now a day’s formal education consists of systematic instruction, teaching and training by professional teachers. This consists of the application of pedagogy and the development of curricula.

History of Formal education in ancient civilizations

In many early civilizations, education was associated with wealth and the maintenance of authority, or with prevailing philosophies, beliefs, or religion.

The following videos consider the example of the history of American education:

http://www.youtube.com/watch?v=yiLgzZAzSJU&feature=related

http://www.youtube.com/watch?v=dyeRZnmcYGc&feature=player_embedded#!

 Last century when the school was established and the system was running, the way of teaching was completely on teacher based.

With the inception of 21^st century there has been drastic change in the field of education. Methodology of teaching diversified from teacher based to student centered learning, community and assessment based.

Now the scenario has changed. http://www.youtube.com/watch?v=YY33daWjRIY

Differences between SCL and Traditional Learning:

TRADITIONAL	STUDENT-CENTRED
·        Tutors seen as ‘Fountains of all knowledge’	·        Tutors seen as having ‘Facilitator’ role
·         Students adopt passive role	·         Students adopt active role
·         Tutor led ·         Student taught to set syllabus	·         Student led ·         Negotiated curriculum
·         Fixed semesters/terms	·         Flexible study pattern
·         Learning restricted to classroom	·         Learning not restricted to classroom: time, pace, place
·         Set classes each week	·         Group learning via action learning
·         Didactic	·         Utilize range of teaching methods

What is student centered learning?  

Here is a link to an informative video about student-centered learning :

 http://www.youtube.com/watch?v=Sv7p7BaJom4

There are many definitions of student centered learning the essence is encompassed in the following:

   “Student centered learning describes ways of thinking about learning and teaching that emphasis on student responsibility for activities such as planning learning, interacting with teachers and other students, researching and assessing learning.”     (Cannon,2000)

Student responsibility and independence help to develop characteristics of lifelong learners-motivation, self-evaluation, time management and the skills to access information. Research in student learning underscores the importance of concentration on what learners do, and why they think they are doing it, rather than what the teacher does. (Biggs1990, Biggs1999, shuell1986).

“ With student-Centered learning, students are responsible for planning the curriculum or at least they participate in the choosing…the individual is 100% responsible for his own behavior, participation and learning” (Brandes,Ginnis 1986:12)

“I know I cannot teach anyone anything. I can only provide the environment in which he can learn….” (Carl Rogers 1969)

SCL also known as:

·        Flexible learning

·        Independent learning

·        Open/distance learning

·        Participative learning

·        Self-managed learning

Problem based learning is an outstanding example of student centered learning in higher education.

Different aspects and styles of teaching can be placed along the following continua:

Teacher centered activity                                   Student centered activity

Transfer of knowledge                                        Understanding of concepts

Coverage of content                                          students as questioners and problem solvers

Giving knowledge                                                  searching for knowledge, thinking for the

                                                                                   themselves

The best example of student-centered learning is Open University:

The Open University:

·        Case Study showcases best practice in using student centered learning

·        Has successfully used flexible approaches, advanced technology, tutor input and support to reach the widest possible student audience around the world since the granting of its Royal Charter in1969.

·        Is the largest business school in Europe and enrolls around 25,000 students on an annual basis.

Why focus on student-centered learning?

 “ To say that the purpose of colleges {universities} is to provide instruction is like saying that General motors’ business is to operate assembly lines or that the purpose of medical care is to fill hospital beds, we now see that our mission is not instruction but rather that of producing learning with every student by whatever means work best. (Barr and Tagg 1995)

In short by focusing on instruction rather than learning, universities have confused means with ends ( Barr and Tagg 1995) and created situations that promote the least effective methods for student learning.

Student-centered learning, while not new, has come into prominence because:

·        Mass:  Universities are no longer clearing to elite student populations.

·        Diversity:  We have large numbers of non-traditional and international students.

·        Competition:  We are competing for students as never before.

·        Employment:  There is great pressure to align the outcomes of universities education with useful generic skills and jobs.

·        Information explosion:  With the explosion of accessible information and knowledge, how people learn and manage information is becoming an essential outcome of a university education and some times more important than what they learn, especially when the shelf-life of information may be so short.

·        Research:  We have a growing understanding of how students learn.

What are learner-centered instructions? See the link blew:

http://www.youtube.com/watch?v=1bgNWewk5Xw&feature=related

The focus on student learning and responsibility means however, that teaching staff have an even greater responsibility for providing learning outcomes, assessment and evaluation that sport the students as independent learners.  

Conclusion:                                                                      

Why did I choose this topic? After reading chapter 5-6 from the book (How people learn) I realized that student-centered learning is much better than the old method of learning. I decided to apply in my students of GR 11 and 12.  It was very successful in many ways, e.g. students participated with great interest and even some slow and shy learners spoke. During the collaborative work active students were giving help to the slow learners and they were getting the confidence. I think it was the great achievement.

At the same time, there were some problems faced as well e.g. students attention was easily diverted from the goal. Also, students were not used to of this method of teaching and tried their best to cope up with the syllabus. To accept the new ways is always difficult, teachers are also not trained in that way. Parents are also not aware of this way of teaching, they thought this is wastage of time or if schools are changing their way of teaching so why we spend so much money on buying books? This is a great debate which is going on among the parents, teachers and students especially among the south Asian’s people.

Anyhow it’s a great experience for me and my students. We hope with the passage of time and by gaining experience and learning, this way of teaching will improve.  

Reference:

·        Kendall D,Murray J,Linden R   2004 Nelsoneducation

·        www.education in ancient civilizations

·        Formal education in the middle ages (500- 1600AD)

·        www.adeiaide.edu.au

·        Biggs 1990, 1999, shuell 1986

·        Brandes, Ginnis 1986: (A guide to student centered learning)

·        Carl Rogers 1969 (Freedom to learn)

·        www.student centered learning (The uk experience)

·        YouTube. ancient history of education

·        Mclean 1997 and educational Initiative center 2004