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Uni

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Charlotte McIlroy

on 26 October 2016

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Transcript of Uni

Student Centred Learning Strategies
By Charlotte McIlroy
What is Student Centred Learning
Benefits
Patria (2012) referred to student centred learning as a process which has the following principles;
(a) the learner has full responsibility for their learning,
(b) involvement and participation are necessary for learning,
(c) the relationship between learners is more equal, promoting growth and development,
(d) the teacher becomes a facilitator and recourse person,
(e) the learner experiences confluence in their education,
(f) the learner see themselves differently as a result of the learning experience.

* Active rather than passive learning.
* An emphasis on deep learning and understanding
* Increased responsibility and accountability on the part of the student.
* An increased sense of freedom in the learner.
* Mutual respect within the learner-teacher relationship

Lea et al 2003

Why Use Student Centred Learning Strategies

* Making Students an Integral Part of the Academic Community

* An Increased Motivation to Learn

* Independence and Responsibility in Learning

* Due Consideration for Student Needs

* Positive Impact on Working Conditions

* Continuous Self-Improvement

* Increased Learner Motivation and Engagement
Whilst at West Exe Technology College I witnessed many lessons that involved Student Centred learning.

This included both practical lessons and theory lessons.
Observations
Example 1 - Practical Lesson

Resource/picture cards were given to the students with different partner
balances on of different degrees of difficulty.

Students had to then decide which balances they could do with their partner.
Example 2 - Practical Lesson
Students were given a skill to practice, e.g badminton serve.

They were then given 3 different levels of the skill to aim for.

* Bronze level - Can pass the rugby ball using two hands
* Silver level - Can pass the ball correctly backwards
* Gold level - Can pass the ball correctly
backwards whilst travelling.

Students could then set their own targets

Example 3 - BTEC Theory Lesson
Using the pass, merit, distinction grades for
the students to set their own targets.

Students can subsequently choose which pathway to take.
Example 4 - BTEC Theory Lesson
Mind mapping

Students were told that they needed to plan a primary school event.
Differentiation by outcome
Differentiation by task
Bronze, silver, gold.

Pass, merit, distinction

Individualised Learning Intentions
Theory - Worksheets
Pass, merit, distinction
Practical - Equipment
Task

Example 5 - BTEC Lesson
Officiating

Students took the roles of officials in order to learn the rules of the game.
References
Lea, S; Stephenson, D & Troy, J. (2003).
Higher Education Students' Attitudes To Student-Centred Learning: Beyond 'Educational Bulimia'.
Routledge, Oxon

Patria, B 2012,
'Change Management in the Higher Education Context: A Case of Student-centred Learning Implementation'
, International Journal Of Education, 4, 4, pp. 176-191, Education Research Complete, EBSCOhost, viewed 16 September 2013.
Full transcript