Teaching Strategies - Group Presentations

I have been thinking about the group teaching sessions over the last two weeks.  In my opinion the main thing the successful sessions had in common was that they were all student centred in their approach.  As educators we hear the term ‘student centred learning’ a great deal but what does it really mean?  I have been reading about learning theories and teaching strategies for the purpose of my assignment and student centred learning is defined in different ways by different authors.  However, there have been reoccurring themes and ideas; student centred learning involves ‘active learning, choice in learning, and the shift of power in the teacher-student relationship’ (O’Neill and McMahon, 2005: 34).

Student centred learning is based in constructivist philosophies which emphasise the idea that learning is a cognitive process. The idea behind this is learners use schemas to make connections between their new and existing knowledge.  ‘They need to be active in seeking new information and need to be active in participating the teaching method’ (Recce and Walker, 2007: 86)

On a personal level I have found that student centred learning is effective.  I also think that it shows respect to your learners as you believe that they already have skills and knowledge which you can build on and develop with them.  This was particularly important when working in my previous position on the Foundation Learning Programme with learners who had significant barriers to learning.  I found that when I acted more like a facilitator than a teacher. 

“Facilitation literally means ‘easing’.  Its art is in drawing out the wisdom already embedded and lying dormant in the psyche of the learner.  One belief of humanistic education and pragmatic constructivism is that learning is a recovery of or a remembering that which we already know” (Jarvis, 2006: 99).

Most of the students on the programme had very negative images of themselves as learners and as a result had low self-esteem.  When I was able to show them that they did have some knowledge and understanding and could work by themselves their confidence grew.  When they felt more confident their behaviour improved and they were able to engage to a greater extent.  I have described this simply to explain the principle, the reality was this was hard work and took time, but it did work with most students.  Once the students had engaged I used a range of teaching strategies and principles.  There are times when you have to teach in a more traditional manner and there are times when you have to teach in a creative manner.

The art of teaching effectively is knowing when to use a particular teaching style and what theory to use.  This takes a long time to learn and I feel that I am at the start of the journey.

References

Jarvis, P. ed., (2006) The Theory and Practice of Teaching, 2nd edition, New York: Routledge.

O’ Neill, G. & McMahon, T. (2005) Student centred learning: What does it mean for students and lecturers?: Emerging issues in the practice of university learning and teaching, Dublin: AISHE.

Reece, I. and Walker, S. (2007) Teaching, Training and Learning; A Practical Guide, 6th edition, Tyne and Wear: Business Education Publishers Ltd.