Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Ed.D Programme in Instructional Technolqgy and Distance Education
Advisor
M.M. Campbell
Committee Member
Susanne Flannelly
Keywords
adult learning theories, assessment, benefits of student-centered learning, integrated instructional strategies, journal writing, learning styles, lesson planning, methodology, problem solving, problem solving techniques, role of visuals, staff training, student-centered approach, student-centered exposition, student-centered learning, teacher-centered approach, teacher's role, teaching tools, technology
Abstract
This dissertation was designed to provide better understanding of the student centered approach to learning and to assist teachers in operationalizing different approaches across the disciplines thereby overcoming the difficulties they previously encountered. The 15 Grade 7 teachers were not previously trained to use the student centered approach to learning. They were challenged in the various classes because the new curriculum is student centered. As a result, they found it difficult to identify creative ways to design dynamic learning environments that involve students in doing and thinking.
The writer developed a plan that provided not only training but also support to equip teachers with the necessary skills to use student-centered approach. Sessions were held twice per week offering comprehensive training, journal writing and modeling. Topics included, lesson planning, problem solving technique, teaching tools for creating good learning environment, using integrated instructional strategies, student centered exposition demonstration from different subject areas and opportunities to share with colleagues and experts in the various fields. The teachers used the last 6 weeks of the programme to implement what was taught. They were observed, guided and encouraged to continue using the method.
In analyzing the data received it was observed that the teachers were not experiencing any difficulty when using the new approach in their classes. The training sessions involving lesson planning were very successful. Other teachers later utilized some of the lesson plans as sample plans. The integration of technology and new ways of assessing students were well received and teachers provided additional time for training and implementing. Although some teachers were studying part-time they were present for all sessions making attendance 100% each day.
Descriptors: Lesson planning, staff training, technology, learning styles, methodology, assessment, problem solving, role of visuals, student-centered learning, benefits of student-centered learning, teaching tools, and teacher's role