Student-Centered

Teaching

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 Outline:

 Introduction: Defining Student-

centered Approach
 The value of the Approach
 The underlying theories constituting
the Approach
 Implementation techniques of the
Approach

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 In one minute

What is Student Centered Teaching

Approach?

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 Student Centered Teaching
 Focuses on student learning rather than
the teacher’s teaching

 Includes eclectic teaching method

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 Myths about Student Centered
Teaching

 Can only be implemented in small classes

 Can only be implemented in upper level or

graduate classes

 Reduces the rigor of the courses

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 Why implementing student
centered teaching?

 Increases student engagement with the

content

 Increases student learning and long-term

retention

 Students develop meta-learning strategies

 Fosters students self-realization skills 7

 The underlying theories
constituting the approach

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 The functions of content

 In addition to building a knowledge base,

the content facilitates students to:
 Practice using ways of thinking in the
discipline
 Optimizes problems-solving skills
 Understand the function of the content
 Build discipline-specific learning
methodologies
 Build an appreciation for value of content
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 The role of the teacher

 The teacher should create an environment that:

 Fosters students learning
 Accommodates different learning styles
 Motivates students to accept responsibility for learning
 Explicitly aligns objectives, teaching methods and
assessment consistently
 Utilizes multiple teaching techniques appropriate for
student learning goals
 Designs activities in which students interact with the
material, the teacher and each other
 Inspires and encourages student ownership of learning
 The responsibility of learners

 Responsibility is shared between the teacher

and the students
 Students develop learning skills for further
learning
 become self-directed lifelong learners
 can and do assess their own learning
 become proficient at self-assessment

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 The purposes of evaluation

 Formative assessment with constructive

feedback
 Peer and self-assessment
 Students encouraged to justify their
answers
 Students and teachers agree on feedback
timeframes
 Authentic assessment is used throughout
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 The Balance of Power

 Students are encouraged to explore additional

content
 Students are encouraged to express alternative
perspectives whenever appropriate
 Policies, deadlines are negotiated
 Students take advantage of opportunities to
learn
 Most importantly reduces the affective filter,
especially among introvert learners.

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 Implementation Techniques
 Provide CLEAR and Precise instructions of every activity
 Involve students in the various phases of the teaching-
learning process
 Adapt activities consistent with student’s age/level/and
interests
 Involve students in Designing class activities
 Provide students with prerequisite materials for task
accomplishments
 Try to reduce your TTT as well as your interventions
 Encourage peer collaboration whenever you are called
on.

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 Lets Do It!!
INNOVATION DAY BY YEAR
STUDENTS OF SJKT LADANG
BUKIT RAJAH, KLANG

SUBJECT : MORAL EDUCATION

UNIT : ENVIRONMENT
TOPIC : RECYCLING

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Q & A SESSION :
1. What is the product?

2. What are the recycle items

used to build this product?

3. How did you make it?

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HOUSE MADE OF ICE CREAM STICKS
AQUARIUM MADE OF PLASTIC
CONTAINER
HOUSE MADE OF BOXES AND ICE
CREAM STICKS
CHRISTMAS TREE MADE OF PLASTIC
STRAW
PLANE MADE OF PLASTIC BOTTLE AND
PAPERS
BOUQUET MADE OF PLASTIC
WRAPPER
FLOWER VASE MADE OF ALUMINIUM
CAN
Thank You!

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