Student-centred approach
Building the
culture of
studentcenteredness
(theoretical
foundation)
Creating strong
connections
between
education and
labour market
(Edupreneurship)
Equipping
teachers with
innovative
pedagogical and
assessment tools
Developing
Competencebased Education
(skills,
competences and
attitude)
What are we going to address in this
module?
• The question of pedagogy: what does pedagogy
include?
• The question of teaching: what is meant by teaching?
(various understanding or models of teaching)
• The question of learner-centered approach: what is
student-centered learning?
• The question of education: what is education for?
(goals of education)
• The question of learning: how is learning defined and
understood? (looking at the concept of learning from
different theoretical perspectives)
Brainstorming
Question
1
How do you define pedagogue and
pedagogy?
Who is a pedagogue?
• A pedagogue is a person (man) who by age and
experience qualified to serve as both a leader and
custodian of children (Longenecker 1982: 53).
They had two major roles which include:
• Accompanying or leading children to schools and
ensuring their safety.
• Helping children (boys) with their learning.
Who is a pedagogue?
• Pedagogues were responsible to guide the
students both academically & morally.
Socrates: Someone controls you?
Lysis: Yes, he is my tutor or pedagogue here.
Socrates: Is he a slave?
Lysis: Why, certainly; he belongs to us.
Socrates: What a strange thing, a free person
controlled by a slave!
Concept of Pedagogy
• Pedagogy is also associated with the Greek tradition of
philosophical dialogue, particularly the Socratic
method of inquiry.
• Pedagogy is the term that describes the relationships
and “interactions between teachers, students and the
learning environment and the learning tasks.” (Murphy,
2008. p 35).
• Pedagogy is a term that refers to the method of how
teachers teach, in theory and in practice.
Concept of Pedagogy
• Pedagogy includes “any
conscious activity by
one person designed to
enhance learning in
another”. (Watkins and
Mortimore,1999: p. 3)
Pedagogy is defined as the art, science
and profession of teaching.
.
Art
Science
Profession
Teaching (instruction)
How are our teaching beliefs and practices
established and shaped?
Knowledge
Paradigms
Instruction
Paradigms
Knowledge Paradigms
(Epistemological Beliefs)
Objectivity
Subjectivity
Knowledge Paradigms
• Objectivity: Teachers view knowledge an object
and commodity, leading them to prefer forms of
instruction that focus delivering information and
content.
• Subjectivity: Teachers see knowledge as subjective
and context-dependent and that can be
constructed, leading them to prefer forms of
instruction that enable learners to construct their
own understandings and meanings.
Brainstorming
Question
2
• What does teaching mean to you?
Three Models or Understandings of
Teaching
• The Transmissive Approach to Teaching (contentcentered or content-oriented)
• The Reflective, Facilitative or Constructive
Approach to Teaching (learning-centered)
• The Transformative Critical Approach to Teaching
(education-centered)
Teaching (instructional) Paradigms
Models of teaching
Transmissive
Paradigm
Facilitative
or
Constructive
Paradigm
Transformative
Critical Paradigm
• Teacher as an artist need to be
innovative, flexible and
imaginative so that he/she is
not locked into any single
teaching style.
“The art of teaching is the art of
assisting discovery”.
Mark Van Doren
How should our teaching look
like?
Learningcentered
Entrepreneurial
Innovative
Teaching
Competencybased
Critical
&
Transformative
Paradigm
Shift
• This paradigm shift represents a change or shift from the
teacher-centred instruction (i.e. instructional paradigm or
content-centered approach) to the learning-centred
approach (i.e. learning paradigm).
• As for the instructional paradigm, the emphasis mostly
goes to the activity of teaching (i.e. the transmission of
content from the teacher to the learner). This contrasts
with the learning paradigm or learning-centered model
which concentrates on the activity of learning.
Conventional teachercentred approach came
under enormous criticism
during the second half of
the twentieth century.
Brainstorming
Question
3
What is Learner-centred
approach?
Learner-centred
Pedagogy
Learner-centred
pedagogy considers the
learner as an active and
central entity within the
learning process who
needs to develop a
combination of cognitive,
motivational and
emotional characteristics
necessary for his/her
learning.
Learning-centered
Model
Learning-centered model
represents both a mindset and a
culture and is a learning approach
which is broadly related to
constructivist theories of learning.
It is characterised by innovative
methods of teaching which aim to
promote learning in
communication with teachers and
other learners and which take
students seriously as active
participants in their own learning,
fostering transferable skills such
as problem-solving, critical
thinking and reflective thinking.
Participatory
Pedagogy
Student-centered approach
is very similar to
transformative learning
which sees learning as as
ongoing process of
transformation which
focuses on empowering
learners and developing
their critical ability.
Preparing students for learner-centered approach
Technical
Psychological
Critical/Political
Technical Preparation
• The use or development of learning strategies
which are also referred to as ‘tactics’ or ‘skills
and techniques’.
• The technical version treats learning strategies as
tools that can be passed on to learners through
‘learner training’ or ‘strategy training’.
• The training tends to focus on helping students
with acquiring skills and strategies so that they
can manage their learning beyond the classroom.
• This version puts teachers as ‘technical experts’
whose role involves assisting learners develop
certain technical skills and strategies.
Psychological Preparation
• The psychological form concentrates on ‘psychological
training or psychological preparation’ for studentcentered learning.
• This version puts emphasis on the development of a
combination of psychological characteristics including
attitude, motivation, confidence and emotion that are
necessary for learning efforts, management and gains.
Attitude: Changing students’ negative attitude to positive
attitude
Motivation: Developing intrinsic motivation rather than
extrinsic motivation in students
Confidence: Helping students regain their self-confidence
Emotion: Building a friendly relationship with students
Critical Preparation
• The critical version tends to help learners to recognize and
emancipate themselves from various cultural, historical and social
forces that influence their lives and inhibit their ability to learn.
• Here both learning and learners are seen as surrounded by issues of
power, control and ideology; therefore, being politically conscious
of the power structures and systems is a necessity.
• Through this political version, learners come to a realization that
they can act on their world at the individual and collective levels
and that they can contribute to the transformation of that world.
The technical and psychological aspects center
on the personal gains and betterment of the
learner. Individual growth, transformation and
learning development are viewed inseparable
from the betterment of society within the
political-critical perspective.
What happens in the
absence of the technical,
psychological and critical
preparation?
Why students resist learner-centered
approach?
1. Learner-centered approach
requires more work and
greater responsibility from
students.
The resistance is an objection
to the pain associated with
the hard work of learning.
Why students resist learner-centered
approach?
2. Learner-centered approach
seems risky and threatening.
The fear from unknown and
unfamiliar policies, practices,
assignments, and
expectations.
The fear becomes a major
anxiety for students who face
learning tasks without
confidence. Relying on oneself
rather than the expert is
frightening.
Why students resist learner-centered
approach?
3. Learner-centered
approach involves losses.
Some student resistance is
about loss and longing for
the simpler way things used
to be.
“In this class your destiny is very
much in your own hands. I keep
thinking that I should like that,
but I don’t. I miss having things
decided for me.”
Why students resist learner-centered
approach?
4. Learner-centered
approach may be
beyond students.
Some strategies, tasks
and assignments require
a level of intellectual
maturity that students
may not possess in the
beginning.
Why students resist learner-centered
approach?
Teachers therefore should try to know if student
resistance is against more work, based on fear,
or about loss or a legitimate objection to
something the student is not yet prepared to
handle.
Stages of Resistance to SCA
1. Shock: "I don't believe it-we have to do all the work!"
2. Denial: "She can't be serious about this-if I ignore it, it will go away."
3. Strong emotion: "I can't do it-I'd better drop the course and take it next semester"
4. Resistance and withdrawal: "I'm not going to play her dumb games-I don't care if
she fails me."
5. Surrender and acceptance: "OK, I think it's stupid but I'm stuck with it and I might
give it a try.“
6. Struggle and exploration: "Everybody else seems to be getting this-maybe I need to
try harder or do things differently to get it to work for me."
7. Return of confidence: "Hey, I may be able to pull this off after all-I think it's starting
to work.“
8. Integration and success. "YES! This stuff is all right-I don't understand why I had so
much trouble with it before.“
(Wood, 1994)
Strategies to reduce student
resistance
Explanation Strategies
Facilitation Strategies
• Explain the purpose
• Walk around the room
• Approach non-participating
students
• Invite questions
• Ask for student feedback
• Develop a routine
• Grade on participation
• Design activities for
participation
• Use scaffolding strategies
• Explain course expectations
• Explain activity expectations
Why Learner-Centered Approach?
• The dominance of
constructivism and
socio-constructivist and
other related theories.
• Knowledge cannot be
poured into students’
heads; they must
actively construct
knowledge for
themselves.
Narratives in support of learnercentered pedagogy
The emancipation narrative
By granting students voice
and choice and engaging
them in decisions, learnercentered approach liberates
learners from teacher
authoritarianism.
Narratives in support of learnercentered pedagogy
The cognition narrative
Students learn more
effectively when what they
study matches their
interests and capacities. The
fact that learner-centered
pedagogy is activityoriented, it promotes more
meaningful learning.
Narratives in support of learnercentered pedagogy
The preparation narrative
Learner-centered education
helps learners develop 21st
century skills. These skills are
developed by reducing the
content basis of learning and
encouraging independence
and collaboration rather than
reliance on the teacher.
What are the 21st century
skills and how can we
promote
these
skills
through student-centered
approach?
The Four C’s of the 21st Century
Skills
• The practice of
working together
to achieve a
common goal
• Problem solving
• Constant
questioning &
spekticism
• The practice of
conveying your
ideas clearly &
effectively
Collaboration
Communication
Critical Thinking
Creativity
• Thinking outside
the box
• Finding innovative
and creative
solutions
Dominance of
Teacher-centred
Model
Despite the long histroy that
learner-centred approach has,
teacher-centred model has been
quite dominant within various
educational contexts?
Underlying
Reasons
• Teacher-centered approach sounds easier and safer.
• Dominance of the positivistic perspective to knowledge as an
objective reality or as a commodity that can be transferred
from the teacher to the learner.
• Dominance of behaviorism which has long influenced the
way teachers manage classrooms.
• Teacher centered pedagogies are also associated with
authoritarian, anti-democratic regimes that exert centralized
control over schooling to produce an obedient passive
citizenry.
• A classroom is a microcosm of society. The kind of classroom
situations one creates reflects what he/she stands for.
Conventional teachercentred approach came
under enourmous
criticism during the
second half of the
twentieth century
Paradigm
Shift
• This paradigm shift represents a change or shift from the
teacher-centred instruction (i.e. instructional paradigm or
content-centered approach) to the learning-centred
approach (i.e. learning paradigm).
• As for the instructional paradigm, the emphasis mostly
goes to the activity of teaching (i.e. the transmission of
content from the teacher to the learner). This contrasts
with the learning paradigm or learning-centered model
which concentrates on the activity of learning.
Education vs Learning
Is learning equal
to education?
What are major
goals of
Education?
Goals of Education
Qualification mostly
concerns with gaining the
knowledge, skills and
dispositions that better
qualify us both as learners
and teachers.
Socialisation focuses on
transmitting the values
and traditions that enable
students and teachers to
live and work within
existing social orders.
Subjectification is about
becoming more
autonomous and
independent in thinking
and acting as a student
and teacher.
Subjectification
• These three goals of education are legitimate,
important and overlapping.
• Biesta (2010) however prioritise ‘subjectification’
which he believes is about “the formation and
transformation of the person”, in our case students and
teachers.
• Subjectification has to do with acting in a public space,
taking responsibility for our actions, and making wise
educational judgements (Biesta, 2006).
Constructive Alignment
Positivist
Paradigm
InterpretiveConstructivi
st Paradigm
Transmissiv
e Paradigm
Facilitative
Constructive
& Critical
Transformati
ve Paradigms
Measureme
nt &
Procedure
Paradigm
Inquiry
Paradigm
Surface
Learning
Deep
Learning
Surface Learning & Deep Learning
•
The surface approach to learning involves rote-learning and memorization of information
without understanding and examining the learning content mainly aiming at passing a
certain test.
•
A deep approach to learning has been described as the intention to understand meaning
together with the processes of relating and structuring ideas, looking for underlying
principles, weighing relevant evidence, and critically evaluating knowledge.
(Biggs & Tang, 2007; Dolmans, 2016)
Features of Surface and Deep Learning
Approaches.
Deep Learning
Relates topic and ideas to past
knowledge and experiences.
Surface Learning
Unreflective approach; facts not
elaborated on.
Thinks critically about newly learned
material.
No interaction with content or ideas.
Ties in information from other sources. Concentrates only on memorisation.
Creates new arguments and
understands logic based on new
information.
Underlying argument not
comprehended.
Recognizes a structure in the content.
Treats the task as like a monotonous
chore.
Motivation from within, wants to
learn.
External incentive, based on demands
of a test.
Aims to understand the meaning
behind the material.
Aims to recite and regurgitate material
inactively.
(Haggis, 2003)
Conceptions of
Learning
Marton & Säljö (1997) produced six
conceptions of learning that students
experience during their studying
period. The six conceptions of learning
are structured in a developmental
hierarchy starting from the lowest to
the highest.
The diagram shows how the
conceptions are related to the amount
of knowledge obtained, as well as their
relation with deep and surface
approaches to learning.
(Marton & Säljö, 1997)
Bloom’s Taxonomy
•
In 1956, Benjamin S. Bloom and
his colleagues developed what
has come to be known as Bloom’s
taxonomy.
•
His general approach is called
mastery learning. Today, it offers
the basis for the compentencybased education model.
•
Bloom’s taxonomy is a six-level
classification system that goes
from simple to more complex.
The levels include knowledge,
comprehension, application,
analysis, synthesis, and
evaluation.
The taxonomy has helped
classrooms become more
student-centered, as it helps
students gain increased
awareness and control of their
own cognitive development.
•
Surface learning
Transition or
Bridge
Deep learning
Application of Bloom
• Bloom’s Taxonomy has become a common reference for the teaching and
learning process used as a guide for the production of learning outcomes
and exam questions.
• Competence at a higher level implies a reasonable degree of competence
at the lower levels.
Thought-provoking Questions
•
How can we differentiate between surface and deep learning in practice? When do you think
surface learning can be beneficial?
•
What classroom activities can we design that motivate students towards deep learning?
•
How can we foster intrinsic motivation that encourages deep learning?
Bloom’s Taxonomy
• In 1946, Benjamin S. Bloom and his colleagues developed
what has come to be known as Bloom’s taxonomy.
• His general approach is called mastery learning. Today, it
offers the basis for the compentency-based education
model.
• Bloom’s taxonomy is a six-level classification system that
goes from simple to more complex. The levels include
knowledge, comprehension, application, analysis, synthesis,
and evaluation.
• The taxonomy has helped classrooms become more studentcentered, as it helps students gain increased awareness and
control of their own cognitive development.
Bloom’s Taxonomy
Bloom’s Taxonomy
• Level 1: Remember - To recall facts and ideas
At this level, students are challenged to recall
and remember the basic facts and information
of the story or text.
• Verb List:
Cite, Define, Describe, Draw, Identify, Label, List,
Match, Memorize, Name, Record, Repeat, State,
Write
Bloom’s Taxonomy
• Level 2: Understand - To comprehend
information and grasp its meaning
Level 2 gives the student a chance to show a
fundamental understanding of the story or text.
Verb List:
Add, Clarify, Compare, Contrast, Explain, Give,
Infer, Observe, Predict, Summarize, Translate
Bloom’s Taxonomy
• Level 3: Apply - To use information, theories,
concepts and skills to solve problems
Here, students gain an opportunity to
demonstrate their ability to use the information
in a new way.
Verb List:
Adapt, Assign, Calculate, Construct, Employ,
Express, Illustrate, Modify, Show, Solve, Use
Bloom’s Taxonomy
• Level 4: Analyze - To make connections;
recognize patterns and deeper meanings
At this level, students can deconstruct a text into
its component parts to better understand it.
Verb List:
Break down, Characterize, Classify, Contrast,
Distinguish, Explore, Identify, Investigate, Order,
Prioritize
Bloom’s Taxonomy
• Level 5: Evaluate - To make and justify a
judgement
This level gives students an opportunity to
develop an opinion and back it up with
reasoning and evidence.
Verb List:
Appraise, Assess, Critique, Defend, Determine,
Estimate, Explain, Grade, Justify, Rank, Rate
Bloom’s Taxonomy
• Level 6: Create - To combine elements of
learning to create new or original work
This level affords an opportunity for students to
take what they have learned and make something
new from it.
Verb List:
Abstract, Assemble, Combine, Compose, Construct,
Correspond, Design, Develop, Generate, Integrate,
Portray, Produce
Bloom’s Taxonomy
• Level 1: Remember - To recall facts and ideas
At this level, students are challenged to recall
and remember the basic facts and information
of the story or text.
Verb List: Cite, Define, Describe, Draw, Identify,
Label, List, Match, Memorize, Name, Record,
Repeat, State, Write
Why students resist learner-centered
approach?
1. Learner-centered approach
requires more work and
greater responsibility from
students.
The resistance is an objection
to the pain associated with
the hard work of learning.
Why students resist learner-centered
approach?
2. Learner-centered approach
seems risky and threatening.
The fear from unknown and
unfamiliar policies, practices,
assignments, and
expectations.
The fear becomes a major
anxiety for students who face
learning tasks without
confidence. Relying on oneself
rather than the expert is
frightening.
Why students resist learner-centered
approach?
3. Learner-centered
approach involves losses.
Some student resistance is
about loss and longing for
the simpler way things used
to be.
“In this class your destiny is very
much in your own hands. I keep
thinking that I should like that,
but I don’t. I miss having things
decided for me.”
Why students resist learner-centered
approach?
4. Learner-centered
approach may be
beyond students.
Some strategies, tasks
and assignments require
a level of intellectual
maturity that students
may not possess in the
beginning.
Why students resist learner-centered
approach?
Teachers therefore should try to know if student
resistance is against more work, based on fear,
or about loss or a legitimate objection to
something the student is not yet prepared to
handle.
Stages of Resistance to SCA
1. Shock: "I don't believe it-we have to do all the work!"
2. Denial: "She can't be serious about this-if I ignore it, it will go away."
3. Strong emotion: "I can't do it-I'd better drop the course and take it next semester"
4. Resistance and withdrawal: "I'm not going to play her dumb games-I don't care if
she fails me."
5. Surrender and acceptance: "OK, I think it's stupid but I'm stuck with it and I might
give it a try.“
6. Struggle and exploration: "Everybody else seems to be getting this-maybe I need to
try harder or do things differently to get it to work for me."
7. Return of confidence: "Hey, I may be able to pull this off after all-I think it's starting
to work.“
8. Integration and success. "YES! This stuff is all right-I don't understand why I had so
much trouble with it before.“
(Wood, 1994)
Strategies to reduce student
resistance
Explanation Strategies
Facilitation Strategies
• Explain the purpose
• Walk around the room
• Approach non-participating
students
• Invite questions
• Ask for student feedback
• Develop a routine
• Grade on participation
• Design activities for
participation
• Use scaffolding strategies
• Explain course expectations
• Explain activity expectations
Effective pedagogies are inclusive
and take the diverse needs of a
range of learners into account
(differentiated instruction).
Using one teaching method means
that some students and
automatically excluded from your
class.
“Students’ capacity to learn can
change and be changed for the
better as a result of what happens
and what people do.” (Hart et al,
2004)
Differentiated Instruction
It is a method of teaching
which aims at meeting
the needs of all
students by changing
what students learn
(content), how they learn
(process), how they
demonstrate knowledge
and skills (product), and
with whom and where
learning happens
(learning environment).
What does this picture tell us?
One size does NOT fit all
Why differented instruction?
Multiple Intelligences