Teacher Centered vs Student Centered

Discussion : Teacher Centered vs Student Centered

1. Differentiate between Teacher Centered vs Student Centered learning strategies.

Teacher-centered	Student Centered
Focus is on instructor	Focus is on both students and instructor.
Instructor talks and students listen	Instructor models, students interact with instructor and one another.
Students work alone	Students works in pairs, in group, or alone depending on the purpose of the activity.
Instructor chooses topics	Students have some choice of topics
Instructor evaluates student leraning	Students evaluate their own learning but instructor also evaluates
Classroom is quiet	Classroom is often noisy and busy
Instructor monitors and corrects every student utterance	Students talk without constant instructor monitoring, instructor provides feedback or correction when questions arise.

http://www.jgbm.org/page/3%20Ahmed%20Khaled%20Ahmed.pdf

http://files.eric.ed.gov/fulltext/EJ829018.pdf

 

Use table to compare and contrast the advantages and limitations of

• Discussion
• Cooperative Learning
• Games
• Simulations
• Discovery
• Problem Solving

METHOD	ADVANTAGES	LIMITATIONS
Discussion	– Puts the burden of learning on the student and increases learner involvement. – Provides both learner and teacher immediate  feedback -Is useful for guiding learners to higher levels of thingking and inquiry. – Provides valuables clues about learner motivation and how to best facilitate leraning. –Help students identify and build on preexisting knowledge.	– Can be time-consuming – Relies on learner preparation and wilingness to participate. – Can lead to a domaninat few controlling the floor to the exclusion of fuller participation. – Cannot ensure full participation within a large group.
Cooperative Learning	– Student can explain thing much better with their own word to their friend than their teacher in classroom. – Questions and answer more likely to be ask and answer in group setting. – collabortions skills can be develop in cooperative learning.	– Teacher are difficult to make sure student are discussing the academic or something else. – A burden is making the students responsible  for each other’s apart from themselves.
Games	– Actively involves learners – Can add or regenerate motivation – Promotes team learning and collaborative skills. – Provides a challenge that can lead to confidence in knowing and expressing the material. – Provides feedback – Can create a “fun” learning environment	– Can create in group or out group feelings. – Can demotivate those who are not competitive by nature. – Can create feelings of inadequacy in those not as skilled or forceful – Can discourage creativity if the format is very rigid and the focus is strongly on winning.
Simulations	– provides immediate feedback. – this technique helps in linking theory with practice of teaching	– no emphasis is given on teaching skills or content-taught only the social behavior is considered. – it requires the supervision by training personnel which are generally not availaible or not devoted to their duties.
Discovery	– Discovery learning fosters curiosity. – Discovery learning enables the development of life long learning skill.	– Discovery learning has the potential to confuse learner’s if no initial framework is available. –  Discovery learning can become a vehicle to reject the idea that there  are important skills and information that all children should learn.
Problem Solving	–  active prior knowledge – encourages critical thinking – learning is driven by challeging, open-ended problems.	–  A good PBL design is very timely to set and timely to engage.It need careful consideration in the design anf monitored throughout the entire PBL process. – not all teacher an become good facilitators, they need to be dedicated and trained. – PBL requires more contact hours and more contact staff.

http://www.slideideas.com/module-4-b-rethinking-teacher-centered-instructional-methods

http://edci560.weebly.com/uploads/1/2/3/8/12383247/ettl_chp6.pdf