Topic: Learner-centered Approach
Submitte Submitted d to: to: Ma'am Salma Kaleem
Submitted by: Anam nawaz Sehla Nawaz Naila Akram Anila Mumtaz Sanam Afsar M.A English 2 nd Semester Date: 12-03-2010
Learner-centered
A pproach pproach A learner-centered approach in language instruction is founded on the concept that the learner is central in the learning process. Learners learn primarily because of what they bring, in terms of their perceived needs, motivations, past experiences, background knowledge, interests and creative skills to their classroom experience. Teachers, on "facilitators, helpers, and resources" (Campbell and the other hand, are seen as "facilitators, Kryszewska Kryszewska 1992) and their role becomes de-centralized de-c entralized..
Definition Student-centered learning (SCL), or learner-centeredness, learner-centeredness, is a learning model that places the student (learner) in the center of the learning process. In student-centered learning, students are active participants in their learning; they learn at their own pace and use their own strategies; they are more intrinsically than extrinsically motivated; learning is more individualized than standardized. standardized. Student-centered Student -centered learning develops develops learning-h l earning-how-to-le ow-to-learn arn skills such as problem solving, critical thinking, and reflective thinking. Student- centered learning accounts for and adapts to different learning styles of students (National Center for Research on Teacher Learning. 1999).
Background The concept of student-centered learning has been credited as early as 1905 to Hayward and in 1956 to Dewey·s work ( O·Sullivan 2003 O·Sullivan 2003 ). Carl Rogers, the father of client-centered counseling, is associated with expanding this approach into a general theory of education ( Burnard ( Burnard 1999 1999 ; Rogoff ; Rogoff 1999 1999 ). Rogers ( 1983a Rogers ( 1983a :25), :25), in his book ¶Freedom to Learn for the 80s·, describes the shift in power from the expert teacher to the student learner, driven by a need for a change in the traditional environment where in this ¶so-called educational atmosphere, students become passive, apathetic and bored·. In the School system, the concept of child-centered education has been derived, in particular, from the work of Froebel and the idea that the teacher should not ¶ interfere with this process of maturation, but act as a guide· ( Simon 1999 Simon 1999 ). Simon
highlighted that this was linked with the process of development or ¶readiness·, i.e. the child will learn when he/she is ready ( 1999 1999 ).
ole of Learner R ole Learners are active as opposed to passive recipients of knowledge. Learners may assume a decision-making role in the classroom. Learners often decide what is to be learned, through which activities, and at what pace. Learners can also produce materials and provide activities for the classroom.
ole of Teacher R ole To put this approach into practice, teachers need to help students set achievable goals; they encourage students to assess themselves and their peers; help them to work co-operatively in groups and ensure that they know how to make use of all the available resources for learning. In short we can conclude the role of teacher in the following verse As teachers we should always remember the
W ise Old Owl :
¶
µ
The wise old owl lived in an oak The more he saw, the less he spoke The less he spoke, the more he heard W hy can t we all be like that bird? µ µ
bjectives O bjectives Student-centered learning is about helping students, 1. To discover their own learning styles, 2. To understand their motivation 3. To acquire effective study skills that will be valuable throughout their lives. Note: Errors are seen as a constructive part of the learning process and need not be a source of embarrassment.
Features of learner-
centered learning W hen planning more student-centered lessons it is
useful to remember the
following: Ask don t tell: always try to elicit information, ideas, and answers from the students. They are not empty vessels waiting to be filled by the all-knowing teacher. They have knowledge and experiences of life, as well as language which can contribute greatly to the learning process. The more they contribute, the more they are likely to remember. W e should never underestimate the ability of our students. Focus on students experience and interests: if the teacher chooses the topic, or just follows the course book, the students may not be interested. If, however, teachers use the course book as a base for then moving on to practice activities relating to the students' personal lives and areas of interest and experience (personalisation), the students are more likely to become involved in the lesson, thereby remembering more. Communication over accuracy: the main reason for students learning a language is to be able to communicate with other speakers of that language. In reality they will probably speak English with more non-native speakers from the region than with native speakers, and the ultimate goal is to be able to understand and respond to each other. Students therefore need opportunities to practise communicating in English without the constant fear of making mistakes hanging over them. If you feel the need to correct their mistakes, don't interrupt their conversations, make notes and give feedback later. Learning by doing: the more actively involved students are in their own learning, the more they are likely to remember what they learn. Students have choices and make decisions about learning. Group work requires negotiation and decision making ± ± working together towards a common goal. Focus on confidence building for real-world skills. By developing communicative competence, language again becomes more real and part of the students lives. Encourage interest in English used in the real world. By using authentic authentic materials familiar to the students (magazines, (magazines, the internet, video, television, letters etc.), students are constantly in touch with the language in an absorbing way. µ µ
µ µ
¶
µ
µ µ
Tasks are open-ended, i.e. there is more than one possible answer. Traditional grammar based tasks are either right or wrong and test only one skill at a time. They are generally unimaginative, often in the form of multiple choice answers (so the students have a 25% chance of being right without actually knowing the answer at all) and totally divorced from real world situations. Open-ended tasks are wider in their focus and involve a variety of language skills. High exposure to English through the use of authentic materials again: students may be set homework involving research undertaken using the internet or other English language reference sources. Students learn more than language. They are also encouraged to think critically and develop problem-solving skills through more creative tasks and group work. ¶
µ
rinciples P rinciples The main principles of student-centered learning are: y
y
y
y
y
y
The learner has full responsibility for her/his learning Involvement and participation are necessary for learning The relationship between learners is more equal, promoting growth, growth, development The teacher becomes a facilitator and resource person The learner experiences confluence in his education The learner sees himself/herself differently as a result of the learning experience.
Here is an example in which learner-centered approach is practiced Example Students think Students think of of their hobbies their hobbies . In groups of groups of 6 students make a a script script of of a conversation a conversation where where they they talk talk ,6 students make together about together about their their hobbies hobbies . Students make Students make a a tape tape 6 ) tapes in in total total ( and a matching a matching exercise exercise . ( and Students swap Students swap tapes tapes between between groups groups ,listen and listen and match hobbies match hobbies with with speaker speaker names . They listen They listen again again and and complete a complete a feedback feedback form form . Students receive Students receive feedback feedback from from peers and peers and the teacher the teacher
The effectiveness and critiques of student- centered learning The use of student-centered learning appears to be reflective of today·s society where choice and democracy are important concepts, however is it an effective approach to learning? Lea learning? Lea et al. ( 2003 2003 ) reviewed several studies on student-centered learning and found that overall it was an effective approach. Students in a UK University elaborated elaborated on the impact of student-centered learning on them, i.e. they felt there was more respect for the student in this approach, that it was more interesting, exciting, and it boosted their confidence ( Lea Lea et al. 2003 ). Student-centered learning, despite its popularity, is not without its critics. The main critique of student-centered learning learning is its focus on the individual learner. In addition, there are some difficulties in its implementation, i.e. the resources needed to implement it, the belief system of the students and staff, and students· lack of familiarity with the term.
Conclusion In a student-centered classroom, students are involved in the learning process and become committed to improving their English. Different learning styles can be accommodated, and students can help each other to develop their skills. So to conclude the whole discussion we can say that learner-centered approach is the approach which has its main emphasis on the learner and teacher plays his role passively as a guide in the classroom. The concern of this approach is with the process of language learning.
eferences. R eferences. http://www.aishe.org/readings/2005-1/oneil http://www.aishe.org/r eadings/2005-1/oneill-mcmahon- l-mcmahon- Tues_19th_Oct_SCL.html http://www.abor.asu.e http://www .abor.asu.edu/4_special_p du/4_special_programs/lce/afcrograms/lce/afc-defined_lce.htm defined_lce.htm
Lesson P lan lan Topic: V ocabulary
Enchantment
Class/Level: Matric
Duration of Class: 45 minutes
Language Skill: Speaking skill
Method: Communicative Language Teaching
Material: Handouts Charts
Group of Formation: Class as a whole/ no groups
bjectives: O bjectives:
y
To increase the vocabulary of students
y
Encourage class-partition class-partition of the students
y
To improve the pronunciation of the students
reparation: P reparation: y
y
y
The teacher prepared an activity for the class which could enhance the vocabulary of the student and could involve the whole class in discussion as well. Teacher prepared a chart on which she wrote the alphabets and left blank space to write the most suitable word starting with alphabet. Teacher took print out of these alphabets chart to distribute in the class room.
ractice: P ractice: ctivity:- A ctivity:- Teacher will distribute handouts in the class and will paste the chart on the board too. Then teacher will introduce the students with the topic and the related activity. Teacher will ask them to ensure full participation in the class.
Encouraging creativity W hen
in groups or pairs, students can work together without worrying about Losing face in front of the whole class when they say something unusual or Incorrect. They can experiment with their English and take risks, rather than Play it safe. Special activities can help them be more creative. Of course, students all can recite the alphabet (ABCEFG . . .), but saying letters in isolation may not be so easy. A short introduction by teacher's side starting to do the task in a creative way sets the Scene, and shows students how their conversation might begin.
It·s an activity where even students with limited English proficiency can exchange ideas, challenge one another, and have a lot of fun without feeling their English is inadequate for the task. They can set the mselves the challenge of coming up with unusual or long or difficult-to-spell words. They may find that conversations like this can be really satisfying: Can you think of any words beginning with D? ² Hmm. Let me think. Dog. Day. Date. Dark. No, those are too short. I know! D as in dangerous! ² That·s good. Dangerous-ly! ² Even better! W ell done! How do you spell that? Um. D-A-N-J . . . No, G. D-A-N-G-E . . . Moreover, in such a conversation, students are using English to communicate in a meaningful way.
roduction P roduction Home task Teacher will ask the students to find more words and their meanings as home work.