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Student Centered Learning
Transcript of Student Centered Learning
Student Centered Learning
Learning and Teaching
How does education focus learning?
Team Based Learning
What do we know about learning?
it is natural like breathing
the role of
to a particular
what then is a university degree?
a degree should provide a guarantee that the holder has a useful combination of
that are sustainable and long lasting
to be human is to learn
canon / examples
is much more than knowledge
does not happen just because someone sits in a lecture
requires the practical application of theory
need to be able to learn for themselves
The content / traditional delivery
assumes all students are the same
seen mainly as a transfer of knowledge from tutor to student
values knowledge above skills and attitudes
assumes tutor knows how best to communicate
takes no notice of the experience of the students
tutor / learner relationship
tutors are experts in their
tutors are usually professional
tutors have been trained to research
become academic researchers
students have a variety of previous
students have a variety of
students do not know what they need to learn
to a discussion on what helps them to learn
both tutors and students want to be successful
why not work
for the best results
to do that we would need to be clear about objectives
we would need to
do things differently
Student Centred Learning
students know what needs to be learned
students are always right
students know how they learn best
all students will enjoy or benefit from this method
that students can join in a dialogue about...
what should be learned
how it can best be learned
how long term understanding is gained
how learning should be assessed
tutor main responsibility
students need tutors to learn
tutors know limits of student knowledge and skills
tutor font of all knowlegde (guru)
student main responsibility
students learn for themselves
tutor is facilitator/guide to knowledge
students know the limits of their knowledge
this has implications for curriculum design not just teaching processes
tutor centred programme
programmes with a low level of student choice, with passive students and where the power rests with the tutor
student centred programme
programmes with a high level of student choice, with active students and where the power rests with the student
However, most programmes will be in a space between these two extremes
course had a students from a wide variety of backgrounds
students with diverse educational experiences
University of Bradford
identified we wanted to change our approach
developed a new curriculum framework
addressed issues such as inclusion, technology enhanced learning, sustainable development, employability,
encourages staff to be
innovative with their teaching
research informed methods
it talks about programmes that
excite and engage both students and staff
students being partners
launched 2012 - full implementation 2015
wanted to improve
successful transition means a early sense of
students - give them a passion for university
students needed a
- start again with a new educational model
focus on socialisation - developing supportive peer network
wanted to challenge and empower students
provide a strong sense of achievement
understand what learning is...
What we did - Clapham residential
took students to the countryside for a three day residential to a village in North Yorkshire
students were allocated groups for the three days - these groups were designed to be diverse
each group allocated a trained
to support the group to keep to task and energised
- students groups work together to complete challenges. These tasks designed to get them to
think outside the box
and develop into teams. Points allocated and competitive spirit comes out, students told points will help determine team base rooms.
- base rooms allocated best performing team gets poorest room, worst performing team gets best room etc. This defies student expectation of reward for points. Challenge is complex but overall objective is to maximise potential points. Designed so that some students may
that best potential is through collaboration. Final challenge to design a learning activity for another group.
- take part in challenge designed for their group, observe and debrief group doing activity they designed. Final debrief of entire weekend - link to academic study.
group after every activity - it becomes a habit for all
equality - run by students for students
is developed as a habit
- for better performance
able to give and receive
able to support others and be supported
gain a wide supportive
impact for school
easier to engage in team or group work
, supportive student ambassadors for the school
in the student cohort
better communication with student cohort
star academic performers
who does it?
it is a method that originates in America
a system that has a tried and tested methodology for developing high performance learning teams
develops effective communicators, self-learners and collaborative problem solvers
introduced by the pharmacy department for all programmes as their response to the new curriculum framework
others have implemented TBL for specific modules
how does it work?
for pre-reading or homework through individual MCQ tests on reading - which count towards grade
same test is then done by the team - this also counts toward grade
after testing tutor can be assured of level of understanding and hence can engage in higher level application exercises (can fill gaps)
remainder of grades made up of individual and group exercises and a
in class application exercises are...
(related to key course objectives/future work course prepares people for)
for all teams
about making a
- based on complex analysis of data or application of principles
reported in class and evaluated then and there by tutor
why student centred?
MCQ questions that are unfair, overly technical for no good reason, do not test understanding of set reading
students encouraged to agree grading weights
students encouraged to challenge inappropriate assessments
students work collaboratively
lectures minimised - students read content
tutor challenges students to make decisions (to think)
develops understanding rather than knowledge
why student centred?
tutor as guide rather than
group assignment example
write the following essay
identify and describe the factors that influence the siting of a variety of commercial businesses
groups are required to place a pin on a map of Warsaw where you would site a new dry cleaning business.
you will be required to defend your answer to other groups and the tutor
new third year film studies module to teach
wanted to engage students
when sat down planning the curriculum I was trying to decide what concepts, what case studies to include
why should I presume to know what will interest students, why not let students choose?
what I did
created an outline of general syllabus - '
a critical examination of the concept of world cinema, drawing on examples from various national cinemas
I delivered first opening lecture and left the class the challenge of identifying two contrasting national cinemas to explore
They would have the responsibility of researching different cinemas, identifying resources (films, books journals) and they would divide work and present to the whole class.
I acted as a guide, supporter, fellow presenter and unexpectedly a project manager
I explained that I would be on this journey with them and ensure that all key areas were being addressed
The assessment was an essay. I agreed that we would come to a joint agreement on the grade. Just as with other aspects of the module we would work collaboratively.
students as partners
students actively engaged in all aspects
students taking responsibility
wanted to develop the module in partnership - the learning journey and the outcomes
what I learned
The class will run in January - it will be the 4th occurrence
I have modified the programme after each occurrence
students needed a lot of support to plan and organise themselves
I needed to carefully structure expectations
I needed to manage concerns about the the unknown
some students did not want to participate (why should they do tutors work) - some were the best students - did not want to share their expertise
perhaps we need to develop the confidence and collaboration earlier
the individual experience
- what the learner brings with them
discussion and dialogue
- as well as cognitive should include emotional and social
awareness of context
- particular tutor and student
tutor as facilitator
it is the staff that will make this work ...
staff will need support
some students will resist (passivity is comforting)
it will not work first time
it will take longer than you think
does your workload model support staff to engage
start with new students - set expectations
not all staff are confident enough to engage
reward good teaching (not just research)