scholarly journals Reflections on student-centered learning: An alternative to traditional English classes

2018 ◽  
Vol 10 (1) ◽  
pp. 87-96
Author(s):  
Sulma Patricia Fonseca Cely ◽  
Leidy Girleza Cano García
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Bilingual Education ◽  
School Context ◽  
National Standards ◽  
Student Centered ◽  
Student Centered Learning ◽  
English Classes ◽  
Self Confidence ◽  
Teachers Beliefs

This article presents some methodological reflections about student-centered learning in order to achieve the Colombian National Standards for Bilingual Education in English classes in an elementary school context. It also discusses the need to raise teacher awareness, understanding of these methodologies, and the need to change teachers´ beliefs and behaviors in the classroom. Findings show that student-centered learning is an alternative for teachers, and it should be included in schools’ Proyecto Educativo Institucional (PEI) in order to achieve bilingualism. Furthermore, it allows students to explore, practice and increase their autonomy and self-confidence in using a foreign language.  

scholarly journals Il modello CLIL in contesto scolastico ungherese

2021 ◽  
Author(s):  
Alma Huszthy
Keyword(s):  
Elementary School ◽  
High Schools ◽  
Foreign Language ◽  
Bilingual Education ◽  
School Context ◽  
Spontaneous Language ◽  
Teacher Observations ◽  
Audio Recordings ◽  
Native Teachers

In this article I present findings of a survey regarding native and non-native teachers in bilingual education, in relation to a subtype of CLIL programs in a Hungarian school context. I focus specifically on the use of Italian as a Foreign Language used as a vehicular language. Through audio recordings of 10 lessons and six interviews carried out during teacher observations in three high schools and in one elementary school, I examine the spontaneous language behaviour of native and non-native teachers in disciplinary subjects, such as History, Geography, Civilization and Ethics, during lessons carried out in Italian.

scholarly journals Vocabulary Acquisition Through Flowcharts

2019 ◽  
Vol 2018 (1) ◽  
pp. 280
Author(s):  
Aaron Chao
Keyword(s):  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Student Centered ◽  
Student Centered Learning ◽  
Proficiency Level ◽  
Learner Needs

In light of recent research on student-centered learning, researchers have highlighted the need for strategies and tools to foster learner autonomy. Particularly within the area of vocabulary acquisition, the need for such strategies and tools is justified by the scope and depth of vocabulary that a learner needs in order to achieve a high proficiency level in a foreign language. This paper proposes the use of flowcharts as a metacognitive vocabulary learning strategy that helps promote vocabulary acquisition as well as foster learner autonomy. The justification for using such a strategy is discussed as well as practical suggestions for how it can be used in the classroom. 近年における学生主体の学習に関する研究を探ってみると、研究者たちは学習者オートノミーを促進する(学習)方略とツールの必要性を強調している。特に語彙習得の分野において、このような方略とツールの必要性は、学習者が外国語(学習)において高い習熟度に到達するために必要となる語彙の範囲と深みという観点から、正当化されるものである。本論文は、語彙習得の促進および学習者オートノミーの奨励を手助けするメタ認知的語彙学習方略として、フローチャートの使用を推奨する。この方略を使用する正当性、またこの方略をクラスルームでどう用いるかという実践的な提議について検討する。

scholarly journals Considerations for activity and task selection in Japanese elementary school English communication lessons

2010 ◽  
Vol 34 (1) ◽  
pp. 25
Author(s):  
Richard Sampson
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Language Teachers ◽  
School Level ◽  
Boards Of Education ◽  
Ministry Of Education ◽  
Sports Science ◽  
English Classes ◽  
Education Culture ◽  
Homeroom Teachers

Early in 2008 the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) revised its course of study, with the introduction of a period of Foreign Language Activities (FLA) in the 5th and 6th grades of elementary school (MEXT, 2008). Although the widespread implementation of FLA will gradually be effected through 2011, predating this, research suggests that around 94 percent of elementary schools had already been undertaking ‘English’ activities as part of ‘International Understanding’ (IU) studies (Benesse, 2007). Despite these figures, there has, to date, been a relative lack of concrete direction from MEXT, leading to a diversity of programs developed by individual district boards of education or schools, with a variety of conceptions of IU by Japanese homeroom teachers and assistant language teachers (Watanabe, 2006b). It is amidst this environment that the current paper will review the proposed purposes of English classes at the elementary school level, and, drawing upon this background, provide an outline of a range of concepts teachers should bear in mind when selecting activities or tasks for these lessons. 2008年の初頭、文部科学省は新学習指導要領を発表し、小学校5、6年生に外国語活動を導入するとした。外国語活動は2011年までに広範囲で実施されるであろうが、これに先駆け、約94％の小学校では既に国際理解教育の一環として英語活動を導入しているとの調査結果が出ている。この数値にもかかわらず、現時点では外国語活動に関する文部科学省からの具体的な指示が欠けている。これにより、日本人担任教師やALTは国際理解教育に対して多様な考えを持ち、各地域の教育委員会や各学校の裁量で様々なプログラムが開発されているのである。本論では、小学校での英語教育に対して提案された目標を検討し、教師が指導内容を選択する際に意識すべきことを概観する。

scholarly journals THE LEARNING MODEL OF ISLAMIC EDUCATIONAL MANAGEMENT AT STIT MAMBAUL ULUM JAMBI

2021 ◽  
Vol 9 (1) ◽  
pp. 145-164
Author(s):  
M. Shoffa Saifillah Al Faruq ◽  
Ahmad Sunoko
Keyword(s):  
Learning Model ◽  
Qualitative Approach ◽  
Learning Situation ◽  
Educational Management ◽  
Student Centered ◽  
Student Centered Learning ◽  
Interactive Analysis ◽  
Self Confidence ◽  
Analysis Technique

This article aims to describe the reasons for Sekolah Tinggi Ilmu Tarbiyah (STIT) Mambaul Ulum Jambi in implementing the learning model of Islamic educational management. A qualitative approach in the form of a case study is used in this research. Techniques in collecting data are observation, interview, and documentation. The data is analyzed using the interactive analysis technique of Miles and Huberman. The triangulations of source and method are used to test the validity of data. The results show that the learning model of Islamic educational management at STIT Mambaul Ulum Jambi is based on the desire to change the students' character to be independent, have high self-confidence in facing problems, and foster students' hope is more optimistic about the future. The results also show that in implementing the learning model of Islamic educational management, STIT Mambaul Ulum uses teacher-centered learning combined with student-centered learning. It implements a conventional method with various techniques adapted to the learning situation and condition.

scholarly journals When Students Design University: a Case Study of Creative Interdisciplinarity between Design Thinking and Humanities

2019 ◽  
Vol 1 (1) ◽  
pp. 24-52
Author(s):  
Alessandra Molinari ◽  
Andrea Alessandro Gasparini
Keyword(s):  
Higher Education ◽  
Design Thinking ◽  
Research Process ◽  
Educational Policies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Confidence ◽  
Experimental Workshop ◽  
Principles Of Design

AbstractThis paper addresses the issue of how to enhance student participation in university governance. This issue is approached by taking into account the growing pressures of the European Commission’s modernization agenda on the educational policies of the European Higher Education Area, and by focusing on the way these pressures affect students’ conceptions of themselves and of the mission of higher education. The thesis presented in this paper is that design thinking and the humanities share a common epistemological core that enables them, if applied in educational settings, to play a major role in fostering students’ trust in their governance skills and in their ability to influence educational policies through a creative mindset and a deeper comprehension of the stakes in present-day higher education. An experimental workshop combining design thinking with the humanities and with the constructivist approach of student-centered learning was held within a course in a humanities bachelor program on the basis of a heuristic framework developed through an interdisciplinary research process. This process was conducted according to the principles of design and hermeneutics. The outcomes of the workshop in terms of the participants’ enhanced self-confidence and decisional skills validate the thesis of this study.

scholarly journals Exploring the implementation of student-centered learning in EFL classrooms: Perspectives from Islamic secondary-school teachers in Indonesia

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Miftahul Huda ◽  
Arif Husein Lubis
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Group Presentation ◽  
School Teachers ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Confidence ◽  
Role Play Simulation ◽  
Agent Of Change

One notable goal of the 21st-century pedagogy is the encouragement for the students to be the agent of change in their own learning process realized by the implementation of student-centered learning approach (SCL). However, previous literature noted the discrepancy between what they believe in and what they perform in the classroom. Thus, this descriptive qualitative study aims to extend the study from the perspectives of Indonesian Islamic secondary-school EFL teachers, specifically investigating their perceptions on SCL, preferences of using SCL strategies, and challenges in implementing it. Nine teachers were involved as the participants purposively based on their background. Data were collected by using a questionnaire and a follow-up interview. After filling in the questionnaire, four teachers were selected to participate in the follow-up interview. Three major findings were obtained. They have been aware of the importance of SCL, although most of their students were still passive. As a result, they preferred to combine the lecture and the student-centered activities like role-play, simulation, cooperative learning, and problem-based learning. However, they did not regularize the facilitation of individual or group presentation. With respect to the challenges, the interview data disclosed that the teachers encountered the limited allocated time to maximize SCL implementation, students’ passivity and self-confidence deterioration leading to limited responses and meaningful communication, and lack of training in implementing SCL-based assessment. This study provides an insight into the reality of SCL implementation in EFL classroom settings from Islamic secondary-school teachers. Recommendations for further studies are also discussed.

scholarly journals METODE SCL BERBASIS E-LEARNING DALAM PEMBELAJARAN BAHASA JERMAN SEBAGAI BAHASA ASING (SCL-METHODS BASED ON E-LEARNING IN GERMAN AS A FOREIGN LANGUAGE)

2018 ◽  
Vol 16 (1) ◽  
pp. 17
Author(s):  
Kamelia Gantrisia ◽  
Dian Ekawati ◽  
Genita Cansrina
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Learning Process ◽  
Rapid Development ◽  
Role Play ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Ongoing Research ◽  
E Learning

Abstrak: Dengan pesatnya perkembangan teknologi media di semua bidang termasuk di bidang pendidikan, proses pembelajaran bahasa asing juga telah berubah secara permanen. Penggunaan media digital dalam kegiatan belajar mengajar, baik di dalam maupun di luar kelas menjadi sangat penting untuk dilakukan. Penelitian yang sedang berlangsung ini merupakan penelitian eksploratif dan deskriptif untuk memaksimalkan penggunaan media digital dalam metode pembelajaran yang berpusat pada siswa (Student Centered Learning/SCL). Berbagai materi pembelajaran yang diperoleh melalui media digital diintegrasikan ke dalam metode pembelajaran SCL, dengan studi kasus pada buku teks Netzwerk A1. Berdasarkan teori dari Astleitner (2000), Kron (2003, 2008), Astleitner dan Steinberg (2005), Budka and Mader (2006) dan Hillen dan Landis (2014) penelitian ini mencoba membuat peta metode SCL pembelajaran bahasa Jerman sebagai bahasa asing bagi pemula dengan menggunakan teknik dan bahan e-learning terutama untuk mahasiswa di Universitas Padjadjaran Bandung Indonesia dan untuk menerapkannya dalam proses belajarnya. Hasil pemetaan yang telah dilakukan menunjukkan bahwa data-data yang diperoleh melalui media digital lebih menekankan pada kompetensi berbicara (Sprechen). Metode SCL yang sangat mendukung capaian kompetensi berbicara melalui latihan berbasis e-learning ini adalah Role-Play & Simulation.Kata kunci: e-learning, SCL, bahasa Jerman, bahasa asing  Abstract:  With the rapid development of media technology in all areas including in education, the learning process of foreign language has also changed permanently. Using of digital media in teaching and learning activities, both inside and outside the classroom becomes very important to do. This ongoing research conducted explorative and descriptive studies to maximize the using of digital media in student-centered-learning methods (SCL). Various learning materials obtained through digital media are integrated into the SCL learning methods, with case studies in Netzwerk A1 textbooks. Based on the theories from Astleitner (2000), Kron (2003, 2008), Asleitner and Steinberg (2005), Budka und Mader (2006) and Hillen and Landis (2014) this research tries to make a map of the SCL-methods of learning German as a foreign language by using e-learning techniques and materials especially for the students at the University of Padjadjaran Indonesia and to implement it in its learning process. The results of the mapping that has been done showed that the materials obtained through digital media more emphasis on the speaking competence. SCL method that strongly supports this competence through this e-learning training is Role-Play & Simulation. Keywords: e-learning, SCL, German, foreign language

scholarly journals ESP (english for specific purposes) vocabulary to improve reading at an a1.2/ a2.1 english level

2021 ◽  
Vol 2 (1) ◽  
pp. 8-23
Author(s):  
Luis Enrique Aulestia Vallejo ◽  
Mirian Cuenca Fernández
Keyword(s):  
Reading Skills ◽  
Vocabulary Knowledge ◽  
English Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Academic Literature ◽  
English Classes ◽  
Technical Vocabulary ◽  
Post Test ◽  
Study Case

The aim of this research was to investigate the use of ESP vocabulary in general English classes to improve English, by using the student-centered learning approach, concentrating mainly on reading skills. For the study case, 123 students of different careers offered at Central University of Ecuador, English A1.2, A2.2 levels, constituted the population studied, during the period May-November 2018. A teacher- made pre-test of basic technical vocabulary knowledge was administered. ESP vocabulary was taught to complement General English structures and grammar.  At the end of the semester, a post-test was given to the students to determine the influence of the technical vocabulary in their proficiency.  Data analysis showed that the student-centered approach using basic technical vocabulary in general English learning was effective.  Furthermore, the results showed that when focusing to student’s needs, degree program students are more motivated to learn and read more academic literature related to their careers.  

scholarly journals Efektifitas Metode Pembelajaran Klinik Terhadap Kemampuan Berpikir Kritis Dan Kepercayaan Diri Mahasiswa Keperawatan : A Literature Review

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Try Ayu Patmawati ◽  
Ariyanti Saleh ◽  
Syahrul Syahrul
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Literature Review ◽  
Clinical Judgment ◽  
Learning Method ◽  
Clinical Environment ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Confidence

Background : Critical thinking of nursing students have to be increased considering the importance of these things in making decisions, problem solving and clinical judgment and supported by self confidence. Although critical thinking and self confidence are important, but all of students are not able to do that. For this reason, clinical instructor have to make innovation through learning methods to achieve this. The purpose of this literature review is to identify the clinical learning method affecting the critical thinking and self confidence of nursing students.Method:   the data base used in making this review of literature are Pubmed, Science Direct, and Google Scholar published in 2007-2018. Result:  From the 12 articles used in this literature review, it was found that in order to improve the critical thinking and self confidence of nursing students in a clinical environment, the clinical supervisor can use student-centered learning methods and can even involve patients. The learning methods include simulation, nursing round method, demonstration models, clinical conference, and concept mappimg.Conclusion :   the learning method affected the critical thinking and self confidence of nursing students including clinical conference, simulations, demonstration models, concept mapping and nursing rounds. Therefore the supervisor must be able to know and choose what method is appropriate for clinical guidance.  

scholarly journals KEPERCAYAAN CALON GURU SEBAGAI FAKTOR KEBERHASILAN PEMBELAJARAN BERPUSAT PADA SISWA

2021 ◽  
Vol 4 (1) ◽  
pp. 9-18
Author(s):  
Anis Samrotul Lathifah ◽  
Yuswa Istikomayanti ◽  
Zuni Mitasari
Keyword(s):  
Prospective Teachers ◽  
Learning Process ◽  
Lesson Study ◽  
Work Practice ◽  
Field Work ◽  
The Self ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Confidence ◽  
Data Grouping

This study aims to describe teacher beliefs and see the perspective of prospective teachers in implementing microteaching practices through Lesson Study activities, especially implementing student-centered learning. This survey research involved 33 students in the fourth and third years as research subject. Data collection on the self-confidence of prospective teachers through filling out questionnaires and the results of observations made in the Basic Teaching Skills class and Field Work Practice Activities. Qualitative analysis methods and quantitative data grouping are used to determine the response of pre-service teachers in self-confidence in implementing student-centered learning. The result is that the self-confidence of prospective teachers is still at level 2 (instructive) to level 4 (responsive) both in the aspect of confidence in the student-centered learning process and the aspect of trust in building knowledge by students. The highest level of self-confidence of prospective teachers, at 5 level (reformation) has not been achieved. Through an analysis of prospective teachers' self-confidence in these aspects, it can be used as a benchmark whether the learning process is student-centered or still teacher-centered

Sign in / Sign up

Export Citation Format

Share Document