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Student Perception of Learner-Centered Teaching
DeDe Wohlfarth, PsyDA Journal of Scholarly Teaching ; vol 3, 2008
Published by Spalding University
Student Perception of Learner-Centered Teaching
Presented By :
Dova Dwi YantiLisa Noviyanti
Dewi Tri Wulandari
The Outline
Introduction
The Goal
The Research Question
The Methods
Result and Discussion
Conclusions
Introduction
Introduction
Traditional Teaching Models
The Learner-centered Paradigm
Introduction
respect as learner
developed their critical thinking skill
encouraged their self-
directedness
the learner-centered students are :
Introduction
Definition :
Represents a paradigm shift from traditional teaching methods by focusing on how students learn instead of how teachers teach.
(Bilimoria & Wheerler, 1995 ; Weimer, 2012)
Introduction
Definition :
Being both a facilitator and an evaluator and being both a learner and a teacher (Robertson, 2005 )
The Goal
To increase understanding of learner-centered teaching through a student perspective.
The Research QuestionHow can I improve my students learning ?
Instead of the often asked “How can I improve my teaching”
The Method
21 students graduate psychology program at a small liberal arts school in The Southeastern, US
Taught by one professor during the 2007 – 2008 academic year.
Qualitative
Observation
Interview
The Method
1. Each student sharing the topic s/he would most like discuss
2. At the end of class, to summarize key ideas and the relevance of their learning today to their work and lives.
The Method3. Weekly homework assignments, rather
than Multiple-choice quizzes.
4. Turn in as many drafts of their papers as they desired, receiving formative, but not evaluative, feedback on each draft.
5. Students choice their own assignments from a possible portfolio of options. suggestions.
6. Chose their own due dates for assignment, allow for thoughtful feedback from the instructor.
7. Write an end-of-semester self assessment, focusing on their learning strengths/weakness,
The Method
Result and Discussion
Result and Discussion
Student are capable power full learners
• Use content not for memorizing, but as a way for students to critically think
Change the role of teacher from sole authoritarian to fellow traveler in search of knowledge.
Result and Discussion Return the responsibility for learning to the students.
Utilize assessment measures not just to assign, but as our most effective tools to promote learning.
Result and Discussion Continue …
“ The homework assignments changed the way I read. Rather than reading to memorize facts or list, I thought about bigger questions. Instead of narrowing my focus by reading, I was expanding it. This allowed me to critically think about the articles we read, rather than just memorizing information for a quiz.
Conclusion
ConclusionChanges the students
experience are extremely important in helping them
learn.
Qualitative data collected strongly supported the move to learn-centered paradigm as a
positive shift.
Conclusion
The professor should retain more control, so that critical concepts did not get lost.
A learner centered attitude, relationship, course design
structure.
That’s All
Thank You
