Learning-Teaching

Development
E. Suryadi
FK UGM

From teacher-centred
to learner-centred

Reasons of paradigm shifting

Dissatisfaction with traditional approach
(teacher as transmitter)
Science and technology explosions
Unprepared graduates (lack of context)

 TCL model:
1.Facts
2.Individual effort
3.Passing the test
4.Achieving the grade
5.Individual courses

SCL model:
1.Problem solving
2.Team skills
3.Learning how to learn
4.Continuous improvement
5.Interdisciplinary knowledge

6.Receiving information
7.Technology separate from
learning

6.Interacting and processing

information
7.Technology integral learning

Learning paradigm is different from

Instructional paradigm
Learning paradigm is
more interactive and integrative
Focused not only on what is learned but also
on how knowledge is acquired
Recognize prior knowledge (meaningful
learning)
Learner take responsibilities, take control of
their destiny

Teori belajar
Teori perilaku
Belajar ditunjukkan
dengan perubahan
perilaku yang dapat
diamati
Belajar meliputi fase
penyerapan pasif
diikuti dengan fase
pengaktifan memori.

Teori kognitif
Belajar ditunjukkan dengan
perubahan proses
kognitif dan struktur org.
memori manusia
Belajar adalah interaksi
antara struktur memori
yg dimiliki dg informasi
baru

Cognitive psychologist
Ada struktur penyimpanan informasi dalam
memori dan pelajar yg secara aktif membuat
struktur dalam memorinya
Dipengaruhi oleh organisasi informasi yang baru
Orang cenderung berusaha memahami tidak
hanya sekedar menghafalkan
Concept mapping

Constructivism
A theory that equates learning with
creating meaning from experience
That knowledge is mind-independent
and can be mapped on to a learner.
That learners strive to know, learners
must active to construct their
knowledge

Paradigm Shifting
From teacher- to learner-centered

Teacher

Learner
Subject

Learner

Subject

Teacher

dominance

TCL

Dominance
Subject

Teacher

Learner

SCL

Dominance
Learner
Subject

Teacher

Kuliah dan constructivism

Usahakan proses internal penyusunan
pengetahuan mahasiswa dapat berjalan
dengan mulus dan efektif dengan dihindari
atau diminimumkan noise atau interupsi
selama prosessing informasi
Mahasiswa dapat tertarik pada subjek
Kuliah sebagai kontrol belajar mereka
Kuliah sebagai komplemen dan
penjelasan bahan teks yang ada atau
sumber belajar lain

Learner-centredness
Individual discovery
True learning is based on discovery guided
by mentoring rather than the transmission
of knowledge
(John Dewey)

Learner-centredness
Is the perspective that couples a focus on
individual learners heredity, experiences,
perspectives, interest, capabilities and needs. It
also focus on the best available knowledge
about learning and how it occurs and teaching
process that are effective in promoting learner
motivation of highest degree

Learner-centredness
Emphasis what learners know rather than
what they do not know (humanistic
teaching)
Learning through experience, mean more
self directed (generic skills/soft skills)
Learning strategies becomes important
(generic skills/soft skills)

Learner-centred process
Give opportunity to process information,
solve problems and make decisions at his
own
Knowledge is acquired through open
enquiry process
Teacher as a facilitator or manager of
learning situation

Learner-centred process
Curriculum, teaching methods and
learning materials at all level should
encourage
Independence, critical thought
Question, reasons, judgement
Achieve understanding

Role of the faculty

Provide clear statements of curricula,
assignment, assessment requirements
Provide materials to support
Provide effective and timely feedback

The continuum
Student centred

Teacher centred

Experience-based Information gathering

(Context, authentic,
problem)
Integrated
Discipline based
Options
Standard/rigid
Interactive, active
Individualistic, passive
Collaborative,
Competitive
cooperative

Institution strategy
Ensure strong emphasis for life long learning
Provide academic staff development &
institutional change strategies to enhance
curriculum
Introduce learners to learn a learning skills
Facilitate institution debate or discussion
Address resource planning
A more flexible learning environment

The learner-centred approach is not

necessarily intended to replace existing
methodologies but provide a framework
for a variety of teaching methods geared
to enhance learning

Further Reading

Collaborative Learning
http://teaching.berkeley.edu/bgd/collaborative.html
http://clp.cqu.edu.au/introduction.htm
http://www.thirteen.org/edonline/concept2class/month5/index_sub
1.html
http://www.psu.edu/celt/clbib.html
http://www.psu.edu/celt/newsletter/ID_March94.html

Case based learning

Problem based learning
http://edweb.sdsu.edu/clrit/learningtree/PBL/WhatisPBL.html

Active learning
http://www.ntlf.com/html/lib/bib/91-9dig.htm
http://www.ncsu.edu/felder-public/Cooperative_Learning.html