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建立人际资源圈Student-Centered Learning---Essay代写范文
2016-08-02 来源: 51Due教员组 类别: Essay范文
Essay代写范文:Student-Centered Learning这篇Essay范文研究了如何以学生为中心的学习，作者还给出了教师如何转移教学方式，以教师为中心的学习需求转移到以学生为中心的学习，以学生为中心的学习更加符合信息时代的员工需要终身学习的技能排列，包括学习如何学习，解决问题的能力，团队合作能力，沟通能力，以及交互和处理信息。
Recently, the buzzword for school wide Educational reform is student-centered learning. My last year teaching, the administration threw around this term, yet no in-services were in place on this subject in order to accomplish the goal. Even Atlanta Public School's strategic technology plan uses the common student-centered learning phrase, ' Teachers will move from mentor in the center to guide on the side.' However, very few teachers actually use this approach in their classrooms. One example of an excellent student-centered learning activity was 'Biomes in a Box.' A colleague of mine used this project, her students work in teams to research and create a biome of a particular climate of their choosing. I observed students using various forms of Media including the Internet and CD-ROM resources to research their particular biome. They constructed the climate conditions of that biome using various raw materials at their disposal. In the end, they presented their biome to the class with an oral discussion of the climatic elements involved with that biome. The students were so proud and so actively involved in their learning. It was a great success. I am sure that 'Biomes in a Box' will be one lesson those students learned in that school.
Even though some teachers use this new approach successfully in their class, my concern is that not all of the teachers can or even know how to change from the 'mentor in the center' to 'guide on the side.' Has the school systems come up with way to change the mindsets of these teachers and show them how to make their classrooms active learning environments? No, they are just content to throw the phrase around without determining how to bring about student-centered learning in the classrooms. So what is Student centered learning? Is it the cure all for the ailing public education system? What tools need to be in place in order to facilitate a student-centered learning environment? What kind of in-service or extra training will be necessary in order to foster the student-centered classroom? In this paper, I will define student-centered learning, explain the key attributes to this type of learning process, and identify the tools that will facilitate its growth.
从中心地位的导师移至旁侧——From Mentor in the Center to Guide on the Side
'Students should be presented with real life problems and then helped to discover information required to solve them' John Dewey
'Student-centered learning is where students work in both groups and individually to explore problems and become active knowledge workers rather than passive knowledge recipients' (Harmon S.W. & Hirumi A., 1996). Rather than the teacher being the 'gatekeeper' of information, the students construct their learning by actively seeking their own information. In fact, teachers become more the 'guides on the sides' helping the students to access, organize and transfer information to find answers to real life problems. As Harmon and Hirumi point out, 'Teachers become guides and mentors helping students access, interpret, organize and transfer knowledge to solve authentic problems, while students gain expertise not only in the content area being studied, but also in learning' (1996). Students do not merely regurgitate the information; they learn how to learn through discovery, inquiry, and problem solving.
Why the change to this new form of learning? It seems that the teacher-centered textbook-based learning wasn't cutting it in our ever-changing, information rich, global society. 'Rapidly changing political, social, and economic environments often made textbooks and articles outdated soon after they published' (Cook, J. & Cook, L., 1998). Remember the fall of the USSR? How that changed the world maps, as we know them? history was being made on a daily basis. Imagine having to teach Geography and World History using the textbooks adopted prior to that major shift. Many of our students used those outdated and obsolete textbooks to learn World History and Geography. The teacher disseminates that information whereas the students passively listen. In the end, what has the child learned? Obsolete, verbal information remotely regurgitated on some sort of multiple choice exams. If the child actively sought out the most recent information including the most recent maps of the New World Order, what has he/she learned? He/She learned how to find the right information and with the process of discovery he/she learned to use higher level thinking skills such as analysis, synthesis and evaluation to disseminate the information to his/her fellow classmates.
Why is it necessary to make the shift from the Langastrian model of teaching to student-centered? All the key elements for student-centered learning are necessary work place skills today. The key elements are
Problem-solving
Team skills
Learning how to learn
Continuous improvement
Interdisciplinary knowledge
Interacting and processing information
Technology integral learning (Cook, J & Cook, L, 1998)
Whereas, the Langastrian (Instructor-led) model focuses on
Facts
Individual effort
Passing the test
Achieving the grade
Individual courses
Receiving information
Technology separate from learning (Cook, J. & Cook, L., 1998).
As one can see, schools are a far cry from what corporate America is requiring of its workers. The education systems and the corporate systems need more alignment otherwise there will be a deficit of skilled workers entering the workforce. 'In many cases, employees educate and re-educate themselves in order to keep up with the demands of new technologies and the knowledge rich society'(Cass, G. & Csete, J, 1995). Even though student-centered learning may not be the cure all for the ailing education system it is a step in the right direction by aligning skills from the workplace and using it in the classroom setting.
How can the instructor bring student-centered learning in his/her classroom? A systemic shift needs to take place. 'Schools need to be organized around the work
of kids instead of the work of teachers…'(Thornburg, 1995). If the school system supports student-centered learning meaning the administration isn't just throwing the 'guide on the side.' phrase around, that is half the battle. Unfortunately, that is not the case. In fact, the GTOI instrument used to evaluate teachers in Georgia demands the 'Horse and Pony Show' the teacher-centered approach to learning. Actually, there is a section for student-centered or teacher centered learning, but it is up to the evaluator to determine the value. In my case, my former Department Chair valued the teacher-centered approach, and in fact, made me change from student-centered to teacher-centered learning to evaluate me.
Another shift needs to come from the teachers themselves. ' Student-centered learning demands that not only that teachers are experts in their fields but also- and more importantly- that they understand how people learn' (Jordan, R. & Spencer, J., 1999). In many cases, teachers are on 'auto-pilot' when they teach a unit of instruction, meaning they have taught it this way for years there is no reason to change now. How many teachers really think about how students learn when they teach a unit? Some are just content to assign students a chapter to read or a worksheet to complete without consideration for the learner. Designing the lessons around how students learn and access information will ultimately be less taxing for the instructor, freeing him/her to participate in the learning rather than the final deliverer of that learning. Teachers need to consider the learners and the learning process when constructing their lesson plans.
科技是关键——Technology is the Key
'With technology, teachers can spend more of their time assisting kids in their quest to learn' (Thornburg, 1995).
Finally, student-centered learning will be difficult without the use of technology in the classroom. According to Harmon and Hirumi, student-centered learning was not feasible because of the labor and time involved in the traditional classroom. 'Because of new emerging technologies such as networking and rapid access to vast stores of knowledge, the students can become active seekers rather than passive recipients to knowledge' (1996). Technology such as the Computers, Multi-media authoring tools, the World Wide Web, email, and chat rooms can have a profound effect on student learning.
When technology is thought of as a support tool or creation of student projects, the classroom starts becoming learner-centered and takes on a different feeling. There was a classroom in Wyoming in which the history books were scraped. Instead the students had access to the Visual Encyclopedia of the 20th Century, a set of videodiscs with source video of major events. Using these sources along with the Media Center, groups of students explored a different period of time each week. They would pick a time period to research then make a short video for the entire class. This video would include historical clips, interviews with students. The students learned a lot more than history, they learned to find information and put it in a form that could be shared (Thornburg, 1995).
Using various forms of media to present also improves the students' presentation skills and communication styles, two crucial skills important in the workplace. Email, for instance, allows the student to contact the teacher about questions or concerns that might arise in an assignment. Students can also communicate with other classmates on a group project via email or even a chat room. 'Email mandates clarity and encourages brevity- both desirable skills for students to learn' (Cook, J. & Cook, L. 1998). The Georgia Department of Education recently mandated that all of its school systems have email for the administration and teachers. In fact, Atlanta Public Schools assigned Microsoft Outlook email addresses to its teachers.
How does technology help the teacher? J. Grunert in his book, The Course Syllabus, acknowledges how technology fosters the student-centered learning in his classroom. 'Technology has enabled me to better facilitate the learning process by allowing me to jointly construct knowledge with my students' (Cook, J. & Cook, L., 1998). Along with the students, the teacher actively participates in the learning. 'Learning is becoming a social activity, facilitated by a new generation of educators' (Tapscott, D., 1999). For example, a sixth grade class learned about saltwater fish, specifically sharks.
Students are allowed to use any resources as well as the Web. They are to come up with questions to put to other members in the group not only the teacher. Using the Web, they come up with clips of Jacques Cousteau discussing sharks as an endangered species, they also ask questions of the Staff of Aquarius (an Underwater Living facility in the Florida Keys). They then develop a Web-site of their own on the topic of sharks holding online forums about sharks with students across the world. In this example, the teacher acts as a consultant to the teams, facilitating the learning process and participates as a technical consultant on the new media. She doesn't have to compete with Jacques Cousteau on his expertise of underwater life; her teaching is supported by his expertise' (Tapscott, 1999).
In conclusion, there are many reasons that teacher-centered learning needs to shift to student-centered learning. One is that student-centered learning is more aligned with the life long learning skills needed in the workforce of the Information Age. Those include learning how to learn, problem solving, team skills, communication skills, and interacting and processing information. Second, with the rapid changes in history and culture, textbook-based teacher led learning has become obsolete. Instead, multi-media and online resources are replacing these obsolete approaches to create an interactive learner-centered classroom.
It will not be easy to get teachers to join the student-centered, technology-based bandwagon given low teacher morale, higher workloads on teachers, and system-wide financial constraints. Our students will force new technology on us since they grew up immersed in it. 'Give the students the tools and they will be the single most important source of guidance on how to make their schools relevant and effective places to learn' (Tapscott, D., 1999
51Due原创版权郑重声明：原创范文源自编辑创作，未经官方许可，网站谢绝转载。对于侵权行为，未经同意的情况下，51Due有权追究法律责任。
51due为留学生提供最好的服务，想获取更多essay代写范文，亲们可以进入主页 www.51due.com 为留学生提供essay代写服务，了解详情可以咨询我们的客服QQ:800020041哟。-lc
Recently, the buzzword for school wide Educational reform is student-centered learning. My last year teaching, the administration threw around this term, yet no in-services were in place on this subject in order to accomplish the goal. Even Atlanta Public School's strategic technology plan uses the common student-centered learning phrase, ' Teachers will move from mentor in the center to guide on the side.' However, very few teachers actually use this approach in their classrooms. One example of an excellent student-centered learning activity was 'Biomes in a Box.' A colleague of mine used this project, her students work in teams to research and create a biome of a particular climate of their choosing. I observed students using various forms of Media including the Internet and CD-ROM resources to research their particular biome. They constructed the climate conditions of that biome using various raw materials at their disposal. In the end, they presented their biome to the class with an oral discussion of the climatic elements involved with that biome. The students were so proud and so actively involved in their learning. It was a great success. I am sure that 'Biomes in a Box' will be one lesson those students learned in that school.
Even though some teachers use this new approach successfully in their class, my concern is that not all of the teachers can or even know how to change from the 'mentor in the center' to 'guide on the side.' Has the school systems come up with way to change the mindsets of these teachers and show them how to make their classrooms active learning environments? No, they are just content to throw the phrase around without determining how to bring about student-centered learning in the classrooms. So what is Student centered learning? Is it the cure all for the ailing public education system? What tools need to be in place in order to facilitate a student-centered learning environment? What kind of in-service or extra training will be necessary in order to foster the student-centered classroom? In this paper, I will define student-centered learning, explain the key attributes to this type of learning process, and identify the tools that will facilitate its growth.
从中心地位的导师移至旁侧——From Mentor in the Center to Guide on the Side
'Students should be presented with real life problems and then helped to discover information required to solve them' John Dewey
'Student-centered learning is where students work in both groups and individually to explore problems and become active knowledge workers rather than passive knowledge recipients' (Harmon S.W. & Hirumi A., 1996). Rather than the teacher being the 'gatekeeper' of information, the students construct their learning by actively seeking their own information. In fact, teachers become more the 'guides on the sides' helping the students to access, organize and transfer information to find answers to real life problems. As Harmon and Hirumi point out, 'Teachers become guides and mentors helping students access, interpret, organize and transfer knowledge to solve authentic problems, while students gain expertise not only in the content area being studied, but also in learning' (1996). Students do not merely regurgitate the information; they learn how to learn through discovery, inquiry, and problem solving.
Why the change to this new form of learning? It seems that the teacher-centered textbook-based learning wasn't cutting it in our ever-changing, information rich, global society. 'Rapidly changing political, social, and economic environments often made textbooks and articles outdated soon after they published' (Cook, J. & Cook, L., 1998). Remember the fall of the USSR? How that changed the world maps, as we know them? history was being made on a daily basis. Imagine having to teach Geography and World History using the textbooks adopted prior to that major shift. Many of our students used those outdated and obsolete textbooks to learn World History and Geography. The teacher disseminates that information whereas the students passively listen. In the end, what has the child learned? Obsolete, verbal information remotely regurgitated on some sort of multiple choice exams. If the child actively sought out the most recent information including the most recent maps of the New World Order, what has he/she learned? He/She learned how to find the right information and with the process of discovery he/she learned to use higher level thinking skills such as analysis, synthesis and evaluation to disseminate the information to his/her fellow classmates.
Why is it necessary to make the shift from the Langastrian model of teaching to student-centered? All the key elements for student-centered learning are necessary work place skills today. The key elements are
Problem-solving
Team skills
Learning how to learn
Continuous improvement
Interdisciplinary knowledge
Interacting and processing information
Technology integral learning (Cook, J & Cook, L, 1998)
Whereas, the Langastrian (Instructor-led) model focuses on
Facts
Individual effort
Passing the test
Achieving the grade
Individual courses
Receiving information
Technology separate from learning (Cook, J. & Cook, L., 1998).
As one can see, schools are a far cry from what corporate America is requiring of its workers. The education systems and the corporate systems need more alignment otherwise there will be a deficit of skilled workers entering the workforce. 'In many cases, employees educate and re-educate themselves in order to keep up with the demands of new technologies and the knowledge rich society'(Cass, G. & Csete, J, 1995). Even though student-centered learning may not be the cure all for the ailing education system it is a step in the right direction by aligning skills from the workplace and using it in the classroom setting.
How can the instructor bring student-centered learning in his/her classroom? A systemic shift needs to take place. 'Schools need to be organized around the work
of kids instead of the work of teachers…'(Thornburg, 1995). If the school system supports student-centered learning meaning the administration isn't just throwing the 'guide on the side.' phrase around, that is half the battle. Unfortunately, that is not the case. In fact, the GTOI instrument used to evaluate teachers in Georgia demands the 'Horse and Pony Show' the teacher-centered approach to learning. Actually, there is a section for student-centered or teacher centered learning, but it is up to the evaluator to determine the value. In my case, my former Department Chair valued the teacher-centered approach, and in fact, made me change from student-centered to teacher-centered learning to evaluate me.
Another shift needs to come from the teachers themselves. ' Student-centered learning demands that not only that teachers are experts in their fields but also- and more importantly- that they understand how people learn' (Jordan, R. & Spencer, J., 1999). In many cases, teachers are on 'auto-pilot' when they teach a unit of instruction, meaning they have taught it this way for years there is no reason to change now. How many teachers really think about how students learn when they teach a unit? Some are just content to assign students a chapter to read or a worksheet to complete without consideration for the learner. Designing the lessons around how students learn and access information will ultimately be less taxing for the instructor, freeing him/her to participate in the learning rather than the final deliverer of that learning. Teachers need to consider the learners and the learning process when constructing their lesson plans.
科技是关键——Technology is the Key
'With technology, teachers can spend more of their time assisting kids in their quest to learn' (Thornburg, 1995).
Finally, student-centered learning will be difficult without the use of technology in the classroom. According to Harmon and Hirumi, student-centered learning was not feasible because of the labor and time involved in the traditional classroom. 'Because of new emerging technologies such as networking and rapid access to vast stores of knowledge, the students can become active seekers rather than passive recipients to knowledge' (1996). Technology such as the Computers, Multi-media authoring tools, the World Wide Web, email, and chat rooms can have a profound effect on student learning.
When technology is thought of as a support tool or creation of student projects, the classroom starts becoming learner-centered and takes on a different feeling. There was a classroom in Wyoming in which the history books were scraped. Instead the students had access to the Visual Encyclopedia of the 20th Century, a set of videodiscs with source video of major events. Using these sources along with the Media Center, groups of students explored a different period of time each week. They would pick a time period to research then make a short video for the entire class. This video would include historical clips, interviews with students. The students learned a lot more than history, they learned to find information and put it in a form that could be shared (Thornburg, 1995).
Using various forms of media to present also improves the students' presentation skills and communication styles, two crucial skills important in the workplace. Email, for instance, allows the student to contact the teacher about questions or concerns that might arise in an assignment. Students can also communicate with other classmates on a group project via email or even a chat room. 'Email mandates clarity and encourages brevity- both desirable skills for students to learn' (Cook, J. & Cook, L. 1998). The Georgia Department of Education recently mandated that all of its school systems have email for the administration and teachers. In fact, Atlanta Public Schools assigned Microsoft Outlook email addresses to its teachers.
How does technology help the teacher? J. Grunert in his book, The Course Syllabus, acknowledges how technology fosters the student-centered learning in his classroom. 'Technology has enabled me to better facilitate the learning process by allowing me to jointly construct knowledge with my students' (Cook, J. & Cook, L., 1998). Along with the students, the teacher actively participates in the learning. 'Learning is becoming a social activity, facilitated by a new generation of educators' (Tapscott, D., 1999). For example, a sixth grade class learned about saltwater fish, specifically sharks.
Students are allowed to use any resources as well as the Web. They are to come up with questions to put to other members in the group not only the teacher. Using the Web, they come up with clips of Jacques Cousteau discussing sharks as an endangered species, they also ask questions of the Staff of Aquarius (an Underwater Living facility in the Florida Keys). They then develop a Web-site of their own on the topic of sharks holding online forums about sharks with students across the world. In this example, the teacher acts as a consultant to the teams, facilitating the learning process and participates as a technical consultant on the new media. She doesn't have to compete with Jacques Cousteau on his expertise of underwater life; her teaching is supported by his expertise' (Tapscott, 1999).
In conclusion, there are many reasons that teacher-centered learning needs to shift to student-centered learning. One is that student-centered learning is more aligned with the life long learning skills needed in the workforce of the Information Age. Those include learning how to learn, problem solving, team skills, communication skills, and interacting and processing information. Second, with the rapid changes in history and culture, textbook-based teacher led learning has become obsolete. Instead, multi-media and online resources are replacing these obsolete approaches to create an interactive learner-centered classroom.
It will not be easy to get teachers to join the student-centered, technology-based bandwagon given low teacher morale, higher workloads on teachers, and system-wide financial constraints. Our students will force new technology on us since they grew up immersed in it. 'Give the students the tools and they will be the single most important source of guidance on how to make their schools relevant and effective places to learn' (Tapscott, D., 1999
51Due原创版权郑重声明：原创范文源自编辑创作，未经官方许可，网站谢绝转载。对于侵权行为，未经同意的情况下，51Due有权追究法律责任。
51due为留学生提供最好的服务，想获取更多essay代写范文，亲们可以进入主页 www.51due.com 为留学生提供essay代写服务，了解详情可以咨询我们的客服QQ:800020041哟。-lc
