Shifting to student-centered learning: Influences of teaching a summer service learning program

2022 ◽  
Vol 110 ◽  
pp. 103578
Author(s):  
Kyle Dunbar ◽  
Aman Yadav
Keyword(s):  
Service Learning ◽  
Learning Program ◽  
Student Centered ◽  
Student Centered Learning

Evaluation of the Kansas City Public Schools' student-centered learning program Harry Truman Elementary

2014 ◽  
Author(s):  
◽  
Steven Scraggs
Keyword(s):  
Public Schools ◽  
Standardized Testing ◽  
Kansas City ◽  
Selection Process ◽  
Project Based Learning ◽  
Learning Program ◽  
Student Centered ◽  
Student Centered Learning ◽  
Harry Truman ◽  
State Accreditation

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Student-Centered Learning is a foundational curriculum and instructional framework developed in the Kansas City Public Schools District and implemented between 2010 and 2012. The program was designed by incorporating many elements from the standards-based schools movement as well as components of the facilitative instructional movement. The result of this process was a two-year commitment to implementing Student-Centered Learning. The philosophy adopted during this period of time in Kansas City Public Schools focused on transformation from theory to practice using the concepts of routine, search and selection environment. By examining the pattern of current practice, acquiring new information and alternative practices, and creating an environment where innovation can be adopted and sustained, organizations can use an structured selection process where unexpected positive benefits that result in productivity are kept and ineffective ideas discarded. While this philosophy is most closely aligned to economic theories, Nelson and Winter's 1982 work on natural selection, although decades old, still resonates in Kansas City today. Kansas City Public Schools had determined that routines would be replaced with trial and error, innovation and change. Student-Centered Learning involved reinventing the district's curriculum into a discrete set of content-based Learning Targets. These targets were divided into what were referred to as grade-level expectations. Students were given an entrance exam to determine their academic level and were subsequently placed in non-age-based, ability-based classrooms. Teachers utilized a facilitative approach to classroom instruction and were directed to reduce direct content delivery time and increase student cooperative and independent practice. Project-based learning and inquiry-based approaches to learning were pushed as the way students could learn best. Administrators and Instructional Coaches used a walk-through classroom observation tool called Observation 360 to determine if the process was being implemented correctly and to provide on-going professional development. The program was in place until it was suspended in the spring of 2012 after a large district-level administrative change and the loss of state accreditation by the district following multiple years of poor standardized testing results. Composite and observational data collected between 2010-2012 illustrates that while teaching practices did appear to follow the design of Student-Centered Learning, the subsequent results on student measurable academic achievement on the Missouri Assessment Program appeared to follow the same inconsistent pattern that has impacted Harry Truman Elementary and the district since the onset of No Child Left Behind and led to the district's loss of state accreditation in 2012.

The Implementation of Indonesian Qualification Framework (IQF) in College Curriculum

2018 ◽  
Vol 2 ◽  
pp. 107-114
Author(s):  
Supa'at Supa'at
Keyword(s):  
Learning Strategies ◽  
Lesson Plan ◽  
Curriculum Planning ◽  
Learning Program ◽  
Student Centered ◽  
Student Centered Learning ◽  
College Curriculum ◽  
Qualification Framework ◽  
A Current

Indonesian Qualification Framework (IQF) is a current curriculum applied in all universities in Indonesia. This article aims to describe how is the construction of the IQF, the implementation and the learning strategies used to apply KKNI at STAIN Kudus. This research is a descriptive qualitative research through a case study as the research design. The first result showed that the ways to implement KKNI was to determine the profile of graduates and learning outcomes, to select and to arrange the material, to organize and to structure the curriculum subjects, as well as to put together the lesson plan. The second result showed that applying KKNI included several steps consisting of planning the curriculum, planning the learning process and evaluating the learning program. Finally, the last result showed that learning strategies used to implement KKNI was student-centered learning.

Creating a Win-Win

2019 ◽  
Vol 61 (5) ◽  
pp. 605-621 ◽  
Author(s):  
Bethany Wrye ◽  
Cynthia Chafin ◽  
Casie Higginbotham
Keyword(s):  
Service Learning ◽  
Community Organization ◽  
Project Based Learning ◽  
Employability Skills ◽  
Successful Implementation ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Staff Members ◽  
Study Approach

PurposeIt is well established that partnerships between universities and community organizations can serve to enhance student learning and employability (Anderson et al., 2011; Arantes do Amaral and Matsusaki, 2017; Jones and Sherr, 2014; Voss et al., 2015). Within this context, the purpose of this paper is to explore how one such partnership has resulted in the successful implementation of three pedagogical methodologies, which individually and collectively promote student-centered learning and employability skills through an experiential learning framework.Design/methodology/approachUsing this methodological case study approach where the pedagogies of internships, service-learning opportunities, and project-based learning are critically evaluated, the research reveals only positive benefits for students, faculty, and the community organization(s). These benefits center on improved employability skills, the development of social skills and societal contribution for students.FindingsParticipating students also noted the development of their confidence and the importance of feedback from both peers and assigned staff. Members of faculty considered the opportunity for students to put theory into practice, enhanced employability skills and the collective nature of the methodologies as the main benefits with The center echoing the sentiments of other stakeholders. The center considered the workplace preparedness, the development of soft skills and confidence and the collective nature of the methodologies as the main benefits of the partnership.Originality/valueThe insight provided by the research contributes to existing literature through examining the relationship between an academic institution and its community, providing a practical framework and guidelines for the implementation of student-centered pedagogical methods.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

EVALUASI IMPLEMENTASI PEMBELAJARAN STUDENTS CENTERED LEARNING OLEH MAHASISWA PPL FKIP-UKI DI SEKOLAH MITRA – PSKD

2018 ◽  
Vol 1 (1) ◽  
pp. 69-80 ◽  
Author(s):  
Eden Handayani Tyas ◽  
Sunarto Sunarto ◽  
Lamhot Naibaho
Keyword(s):  
Random Sampling ◽  
Research Method ◽  
Survey Method ◽  
Research Approach ◽  
Questionnaire Data ◽  
Student Centered ◽  
Student Centered Learning ◽  
Faculty Of Education ◽  
Partner Schools

This study is about the evaluation of student centered learning implementation by Internship students of Faculty of Education and Teacher Training at PSKD Jakarta. The purpose of this study to find out how the implementation of student centered learning at the school. The research method used was survey method by using qualitative research approach. The respondents of this study were 31 teachers who were taken using proportional random sampling (50%) from 62 companion teachers. The instruments used in this study were questionnaires (which consists of 24 statements) and interviews. Questionnaire data was analyzed quantitatively by classification of Likert scale value while interview data was analyzed descriptively. From the data collected through questionnaires and interviews found that the implementation of student centered learning in PSKD partner schools in Jakarta is good, and 30% of teachers still believe that the implementation of student centered learning in PSKD partner schools is still poor. Thus, it can be concluded the implementation of students centered learning at PSKD is good, but it still needs improvement. Keyword: evaluation, implementation, students centered learning, PPL

DIGITAL TRANSFORMATION IN EDUCATION: ACTIVE LEARNERS

2019 ◽  
pp. 14-21
Author(s):  
Sevinç GÜLSEÇEN
Keyword(s):  
Computer Games ◽  
Digital Technology ◽  
Electronic Music ◽  
Teaching And Learning ◽  
Active Role ◽  
Digital Transformation ◽  
Technology Literacy ◽  
Digital Television ◽  
Student Centered ◽  
Student Centered Learning

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.

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