Student-centered Techniques Research Articles

A Task-based learning application in Higher Education, for future teachers of primary and preschool education

Task-based learning is a technique often applied in language classes to enhance language acquisition in learners. We show that the same method has several benefits when applied to other subject of learning, having a very formative component by being a student-centered technique. The present study was conducted with high education undergraduate students studying didactics of mathematics, in the program that prepares teachers for primary and kindergarten education. By conducting various tasks, students have perceived the importance of the subject, have constructed applications that can be used in the teaching activity and have discussed which teaching methods are best applied in the topics that are taught in primary and preschool education. The finds show that tasks are enjoyable, well perceived by students, engaged multiple emotions and developed much needed skills for a 21st century teacher. In addition, by working in groups, discussing the best way to conduct tasks, motivation can be boosted and support the learning processes.

Effectiveness of Flipped Classroom On 3rd Year Students of Oral Medicine Subject to Achieve the Learning Outcome

In the flipped learning technique, the lesson content is supplied to students prior to the actual class, often in an online form, as background knowledge to prepare for the face-to-face time. In this approach, it puts students in an active learning situation, including them in the learning process prior to class. Objective: To determine the efficacy of flipped classroom in achieving learning objectives in third-year BDS students studying Oral Medicine. Methods: This study was conducted in Department of Oral Medicine, Institute of Dentistry, LUMHS, Jamshoro. Study was conducted from November 20th 2021 to February 21st 2022. The third-year BDS students of Oral Medicine (100 students) were categorized into two groups (Group-A traditional teaching method n=50 and Group-B flipped classroom teaching method n=50). The pre-test and post-test were conducted. Results: Around 60% of the students were satisfied that the instructions for the pre-class preparation were clear but 20% remain neutral. Around 40% agreed that the teaching schedule allow enough time to prepare for the class and 20% were strongly agreed but 40% remained neutral. In terms of post-test scores in both teaching methods, flipped method technique showed a significantly higher 8.45±0.30 versus the traditional method technique of 5.83±0.17 (p-<0.001). Conclusion: Third Year BDS students of oral medicine identified flipped learning as a dynamic student-centered technique for teaching

Impact of Differentiated Instruction on the Mathematical Thinking Processes of Gifted and Talented Students

The aim of this study is to examine if differentiated instruction benefits the mathematical thinking process of gifted and talented students in Malaysia. Differentiated instruction is a student-centered technique in which instructors act as facilitators. It is doubtful, however, if differentiated instruction has a beneficial effect on the overall process of mathematical thinking. A disciplined approach to learning mathematics is deemed essential. In this study, a questionnaire was designed to assess students' motivation towards learning using differentiated instruction in mathematics, and a mathematics test was devised to assess students' mathematical thinking process. The study included 400 students who were identified as gifted and talented students; the data were analyzed using the SPSS software. The results suggest that statistically differentiated instruction has a significant effect on gifted and talented students' mathematical thinking processes. However, additional research is needed to discover which activities directly impact students' mathematical thinking processes positively and which should be avoided.

The Role of Using of the Student-Centered Techniques in Electronic Classroom

Student-centered instruction is the situation which involves students' participation in goal setting, emphasis upon effective goals, student interaction, the ability of the teacher to accept inaccurate statements, cohesiveness and autonomy of the group, and an amount of time devoted to discussing personal experiences and problems. The present study aims at finding out the role of the student-centered techniques in the electronic English language classroom for EFL college students of mass media. The present study hypothesizes that there is no role for these techniques in e-classroom. The adopted procedures will be a checklist of (13) items submitted to a group of experts in ELT in order to ensure its validity in measuring variables. The researcher collects data after two terms of observation and statistically analyses them and then puts the results and conclusions, recommendations and suggestions for further studies.

Technology Supported Classroom for Collaborative Learning

Technology has been one of the basic needs of the modern society. Technology can empower both teachers and students and can create a space for collaboration. Considering the role of technology in collaborative learning, this study envisaged to explore how teachers perceive about technology supported ELT classroom for collaborative learning and to discover the strategies adopted by the language teachers to enhance technology supported classroom for collaborative learning. To meet the objectives of the study, tenhigher secondary level (+2) level language teachers who were teaching collaboratively by using technological tools in the different colleges of Kirtipur were selected purposively and were interviewed in-depth based on certain open-ended questions related to the study. Their interviews were recorded for data. The data were carefully documented and the collected data were analyzed and interpreted descriptively having certain themes. The findings of the study revealed that the teachers have positive perception about technology supported ELT classroom for collaborative learning and the teachers mainly followed student-centered technique as their strategies in order to enhance technology supported ELT classroom for collaborative learning.

Online vs. offline: axiological model of educational Rhizoma-like professional spaces

It is curious to reflect that so much significance has been given to Tutoring for teachers within the period of COVID-19 pandemic in the spaces of some destructive changes of the postmodernism educational paradigm. Both the behaviorist/structural model and functional /communicative model have, in their different ways and aspects, consistently played it in terms of the emphasis on correspondence, on-line and off-line courses. This study suggests some ways of opening up daily situations and cases with ICT means for learners in the regional professional spaces of modern language teaching in terms of axiological approach that considers student-centered techniques as a priority a) to establish the psychological balance in the classroom, which is essential for security and stability of the communicative environment and educational process for each participant; b) to fill the gap in different sections of Grammar and Vocabulary for any learner; c) to open up the possibilities for both gifted children and children/adults with special needs.

Teachers’ Assumptions on Teaching English Grammar for Lower-secondary Level Students (A Case Study of Nepal)

Teaching grammar is one of the aspects of language teaching. From the past, different methods, like teaching from rules, teaching from examples, teaching through texts have been used to teach grammar in Nepal. So, this research was prepared to study the teachers’ assumption for teaching English grammar at lower secondary level in Nepal. The issue of teaching prepositions, articles, tense, tags, causative verbs and subject verb agreement are raised in this research. In this research, both the primary and secondary sources of data were used. Questionnaires were used to collect the data for the research. The result shows that most of the teachers use inductive ways to teach grammar lessons or they used student-centered techniques. It also concludes that the level of the learners, context and nature of the text also make the teachers to select the method for teaching.

Gamifying Instruction and Engaging Students With Breakout EDU

As technology advances at an unprecedented rate and the job market continually evolves, educators are challenged with effectively engaging students and preparing them for success after graduation. The current landscape requires a shift from lecture-based, content-focused instruction to hands-on, student-centered techniques that foster lifelong learning competencies. Gamification provides an effective approach for creating exciting, active learning experiences that promote critical mindsets such as collaboration, problem-solving, persistence, and adaptability. These abilities are especially valuable for first-year students who are making the transition from high school to college research and learning. This article provides an example of how the authors have implemented Breakout EDU games to engage first-year students and help them develop skills and mindsets for success in college and beyond.

Debate as a Teaching Strategy for Language Learning

Abstract – The paper focuses on the potential of debate as a teaching strategy for language learning, as well as an innovative, student-centered technique, aimed at engaging the learner with interactive, collaborative and effective tasks. Literature on the role of debate as a teaching format for language learning will be discussed, highlighting its potential in enhancing the learners’ motivation, language skills and soft skills (critical thinking, cooperation, collaboration, creativity etc.). In order to show how debate can be perceived by teachers and students as a method for improving language learning, initiatives at international and national level will be described. In particular, data collected from a survey in Italy will be analyzed, highlighting the potential of this technique, as reported by teachers and students. The main provisional outcomes will be presented, analyzing some of the data gathered, using qualitative methods: the interviews with the teachers and a questionnaire delivered to a class of students. The results of the survey, even if limited, indicate that debate may be an effective strategy to foster both language skills and soft skills. These outcomes may be useful for further studies and investigations in this field.

Rehabilitation in the core graduate medical curricula at university of São Paulo school of medicine: The student's perception

Rehabilitation is a key health strategy for the 21st century. Increase the number of medical graduates aware of rehabilitation competencies and skills is a success indicator of strengthening and extending the provision of rehabilitation services. Our objective was to evaluate a novel teaching method to third year medical students based mostly in student-centered techniques. This course was offered at Faculdade de Medicina da Universidade de São Paulo, Brazil. One hundred sixty-eight third year medical students responded an anonymous survey evaluating their perception of a 12-hour discipline on Rehabilitation. The Discipline was developed collaboratively in the 2017 Medical Teaching and Learning Innovation Program. Teaching materials were available to students at an educational platform to promote interaction and collaboration. The didactic curriculum was presented in the case-method format. Students performed the anamnesis and physical examination, with emphasis on the functional semiology, developing a treatment plan with functional goals, under the supervision of physical and rehabilitation medicine specialists, who mentored the activities. Members of the multidisciplinary team participated in the discussions. Rehabilitation interventions were performed as needed. Students were requested to produce and to present a mental map of the evaluated cases. 95.3% of the students responded the anonymous survey. 88.2% of the responding students considered rehabilitation as an important discipline in medical training. For 90.8% of the students, the overall assessment for the course was “very good” or “good” and 59.6% requested the increase in its duration. Third year medical students perceive rehabilitation as an important discipline in medical education. The overall assessment for the course was “very good” or “good”, and there is a request for the increase in its duration from more than half of the students. Improvement of course methodology in rehabilitation may improve to attract more medical students to rehabilitation specialty.

Data-driven Learning: A Student-centered Technique for Language Learning

The use of student-centered methods in language teaching can be an alternative to be exerted by teachers in language classrooms. Such methods can create an atmosphere of excitement for the students because they themselves are supposed to discover word meanings, grammatical patterns, parts of speech and other aspects of language through receiving small tips from the teacher. In the present paper, data-driven learning (DDL) has been introduced as a student-centered technique in which samples of authentic language are taken from linguistic corpora to be presented to language learners for improving language proficiency and then different aspects of this technique have been elaborated on in order to make language teachers and students aware of its features and usefulness.

Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers

This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to support the development of the new literacies of online reading comprehension among elementary and middle school students. Results suggest that peer collaboration was the primary means of strategy exchange and that students who were previously perceived as struggling readers became active in coaching, leading, and sharing new strategies. In effect, peer collaboration appeared to reconceptualize struggling readers' role in the classroom and set the context for greater engagement in literacy activities and investment in learning.

Student-Centered Learning: A Comparison of Two Different Methods of Instruction

Student-centered learning is an increasingly important pedagogical approach. Any method that focuses more attention on students' learning than it does on instructors' teaching should benefit the students' understanding of the material. This article describes and compares the use of two different student-centered techniques (Concept Checks and Just-In-Time Teaching) in small undergraduate lecture courses. The use of each technique, ease of development and its utilization, and the benefits to both the student and the instructor are discussed.

Teaching Large Classes: Overcoming the Myths

Undergraduate (particularly first year) economics courses often service a variety of related programs (eg. business, commerce, accounting, journalism and social science) and have very large enrolments. Research examining undergraduate economics teaching practices undertaken in the mid-1990’s reports that the traditional principles used in undergraduate economics courses focus on the lecture format, where students are assigned reading topics and the teacher provides oral lectures and visual illustrations to supplement those readings. In addition, research has indicated that the lack of cooperative learning techniques in large economics courses compared to other disciplines may be one reason why students are abandoning economics as a major. This paper discusses some of the recent findings regarding teaching and learning in large classes, with particular reference to the discipline of economics – what are the major issues facing teachers and students? Which strategies for teaching large economics classes are successful, and why? Such questions are discussed in conjunction with examples of alternative lecturing methods, and the application of different student-centred techniques such as collaborative problem-solving, web-based resources and activities, and small group student-to-student interaction. These will help outline the benefits of using alternative teaching practices in teaching economics in large classes; including motivating and stimulating students in their learning and assisting students to develop self-paced learning in large classes.

When the Distressed Teach the Oppressed: Toward an Understanding of Communion and Commitment

J ane Tompkins' 1 990 essay, of the Distressed, decries the preva­ lence of what she calls the of pedagogy in col lege classrooms-that is, a model, perhaps unconsciously, centered entirely on the teacher ' s performance in front of the students. She calls instead for a more student-centered approach, based at least in part on the model Paulo Freire ( 1 970c) describes in Pedagogy of the Oppressed. Tompkins' essay prompted a number of forthright responses. Most emphasized the difficulty of enacting Tompkins ' recommendations for teaching because of overwhelming course loads; a lack of institutional prestige and/or support; students who just don ' t care ; or a nostalgic and lingering fondness for performance pedagogy. Tompkins ' concept of performance-based pedagogy and the responses it occasioned indicate a healthy willingness among teachers of reading and writing to discuss pedagogy. Nevertheless , I remain troubled by attitudes toward students embedded within this exchange. Certainly Tompkins advocates using student-centered techniques; her invocation of Freire conjures up a powerful dedication to students. Freire 's commitment to students, however, his commun­ ion with them, results not from mere technique but from his spiritual foundation in l iberation theology. I will .explore the implications of this idea first by cons id­ ering how people have responded to Tompkins, and then by examining the links between her argument and Freire ' s in Pedagogy of the Oppressed and other, perhaps lesser known, writings. I want to raise the possibility that, while we may consider ourselves student-centered educators in a Freirean sense, we have, in fact, taken only tentative first steps on an arduous journey.

Grading Seminar Performance

Next to texts and lectures, classroom discussions and seminars are the most com on approaches to teaching in American higher education (Kozma et al. 1978). Seminars commonly mean a small number of ad vanced students whose research is presented and criti cally reviewed by class and instructor. More generally, however, discussion techniques can be used in any course when students are encouraged to develop per sonal insights in an atmosphere of reflective thinking or problem solving (Hoover 1980). Success in seminar and discussion calls upon a wide range of verbal skills such as speaking, listening and formulating, and responding to questions. This paper will propose an approach to evaluating these skills which is suitable to both seminars and classroom discussions. Seminar courses are offered by virtually every college and university across the country, and research indicates that structured classroom discussions are increasingly popular with faculty members (Hoover 1980, Arm strong and Boud 1983, and Wood 1979) and students (Eash and Bennet 1964). Why is this the case? This surge is partially the result of an effort over the past ten years to clarify the goals and outcomes of a col lege education (McKeachie 1978). On such lists are found cognitive skills and personal qualities which are not readily stimulated either by the passive participation encouraged in the lecture hall or the solitary scholarship of the textbook. Increasingly, college educators are turning to student-centered techniques, such as discus sion and seminars. Research on the use of these approaches indicates that college teachers are correct in their hopes for the poten tial of seminars and class discussion (Barnes 1979 and

Developing Business Communications Skills with the Overhead Projector: Student-centered Techniques That Work

Developing Business Communications Skills with the Overhead Projector: Student-centered Techniques That Work

What Students Can Do to Take the Burden off You

about student-centered techniques lately, and research generally concludes that students learn at least as much from a teacherless class as from a traditional class, provided they write a great deal.1 Student-centered techniques, then, would be perfect for beginning teachers. Such techniques are completely between student and teacher, require no radical revision of existing English programs, emphasize individual instruction, and make room for more actual writing practice. At the same time, they take some of the burden off the new teacher. One obvious device to minimize the effect of a teacher's inexperience and maximize learning is peer group evaluation. Because this method lets students read other's papers, pointing out both errors in mechanics and problems of content and organization, it saves agonizing hours spent in correcting student themes by beginning teachers anxious to be fair and complete. A new instructor who wished to use peer evaluation could spend class time at the beginning of the semester to arrive at some mutually acceptable standards for mechanical competence and good