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IN EXAMPLE TWO The teacher was: Drawing on students experience Coaching the students towards finding the answers Modeling thought processes, rather than presenting facts Validating all students suggestions The student felt: Involved Curious Amused Capable of Participating Engaged 8/3/12
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call students' experience and prior knowledge into play; involve teachers in modeling/discussing out loud the thought processes they go through to read, write, add, or subtract; encourage students to ask 'why' and to find the answers themselves.
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Red cabbage juice is an indicator since it contains a pigment or a coloring agent. This pigment is found in many flowers, fruits and fall leaves, and is responsible for many of the reds, blues, and purples you see around you. It makes cornflowers blue, pumpkins orange, strawberries red, and cabbage purple.
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Red cabbage juice becomes red with vinegar Red cabbage juice becomes red in lemon juice Red cabbage juice becomes green with baking soda. Red cabbage juice becomes deep green with sodium hydroxide solution.
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Activity
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A.
A teacher instructing students about the solar system names the planets in order and has the class repeat the planet names.
B. A teacher teaching about density places different substances (oil, food coloring, copper coin) in water and has the class predict and explain the behavior of these substances in water.
(Student-centered because the students are asked to predict and explain the phenomenon on their own)
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C. A teacher teaching about combination of circuits draws a series and a parallel circuit on the board points to each circuit and writes series or parallel under it, and tells the class to repeat the words.
D. A teacher conducting a lesson about gravity drops a ball to the floor in the class and then allows the class to guess why it falls to the floor. The teacher writes each answer on the board instead of correcting any of the answers.
E. A teacher teaching children about the body control starts the lesson by asking what are the different body activities that the brain controls? (Students answers may include: hearing, touching, thinking, breathing, tasting, talking)
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(No difference. Children should not have to stop being children in order to become students).
Does a student who is just starting his/her 1st year of school know anything?
What is the name of the teaching technique that builds on learners' natural curiosity and abilities?
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(student-centered teaching)
(Draws on what students know, teacher models thinking processes instead of just providing the correct answers, students are given the opportunity to compare/analyze information to come to an understanding) (bored, confused) (NOT WELL)
When students are bored or lost, how well will they learn?
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(start the lesson by asking introductory questions that draw on what students know)
What do we mean when we say the teacher must demonstrate/model her thinking processes?
(teacher explains WHY she does what she is doing so students understand the logic of what's being done).
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Why does student-centered teaching have to include activities where children can discover answers for themselves? (Because children will remember better if their natural curiosity is utilized in school) In student-centered teaching, is the role of the teacher closer to that of a lecturer or that of a facilitator? (Closer to that of a facilitator)
STUDENT-CENTERED TEACHING
SUMMARY: Click to edit Master subtitle style MAIN POINTS
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WHEN TEACHERS COMPARE STUDENTS and CHILDREN, they OFTEN FEEL STUDENTS SHOULD BE:
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Teaching strategies and behaviors that require young children to sit still and listen for hours at a time do not capitalize on childrens native curiosity and intelligence. These types of strategies include:
Teaching children by asking them to repeat or recite Teaching children by lecturing to them 8/3/12 and asking them to copy information
Consequences
Teaching by lecture, repeating and reciting, is boring. Students are often distracted and irritable.
Children fail to master concepts at hand. Rather than an active understanding of 8/3/12 the concept, children memorize and
Teaching strategies that engage learners and help them use their native curiosity and energy are called student-centered teaching strategies.
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draws on students experiences in the outside world to introduce lessons and clarify concepts; models for students each step in a thinking process, (e.g. when teaching to read, the teacher speaks out loud to the students about the reading process I am looking at this word and I am seeing the letters x, y, z, 8/3/12
Requirements
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Goal
By the end of this session, participants will understand methods used to involve students in the learning process.
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Objectives
By the end of this session, participants will be able to:
describe the elements of a student centered lesson; describe the role of the students in a student-centered lesson.
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What do students learn from a black box activity? (observation skills, questioning skills, team work, etc.) Why is this activity studentcentered? Find topics from the Lebanese science curriculum where black box activities can be used.
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