KURSUS PENINGKATAN PROFESIONAL TENAGA PENGAJAR KOLEJ JURURAWAT

PEMBELAJARAN BERPUSATKAN PELAJAR

Dr. Hj. Mohd Zarawi b. Mat Nor (K.B, PA)
Department Of Medical Education School Of Medical Sciences Universiti Sains Malaysia Kampus Kubang Kerian Kelantan

BIODATA PENCERAMAH
Pendidikan
B.A (Hons) UM, M.Ed GC (UKM),PhD .Coun (UM) ,

Bidang Research , Parenting Skill, Strategic Management, Motivation, Teacher Education, Psychology , Counseling

OBJEKTIF SESI
1.Memahami konsep pembelajaran berpusatkan pelajar 2.Mampu memotivasi pelatih dalam menjayakan proses pembelajaran & pembelajaran

MINDSET
REDHA MENERIMA SERONOK AMBIL BAHAGIAN SUKARELA/TIDAK TERPAKSA FOKUS

Scope
1. Basic principles and concepts of studentcentered learning (SCL) 2. Effective SCL in small groups 3. Common formats of SCL approaches

Pengenalan
3 komponen penguasaan pengajar cemerlang (1) Kualiti diri (2) Subject expert (3) Pedagogical

4. Major SCL approaches in Universiti Sains Malaysia i) Small Group Tutorial ii) Problem-Based Learning ii) Contract Learning

Student-Centered Learning Student-centered learning is a concept that can be traced back since early 20th century. It was first mentioned in the writings of Frank Herbert Hayward in 1905 and was later credited to John Deweys work in the 1950s (O Sullivan, 2003; ONeill & McMahon, 2005).The term student centered learning was also associated with the work of Carl Rogers, Jean Piaget, and more recently with Malcolm Knowles notion of self-directed learning in adult education (Burnard,1999).

The theoretical standing of student-centered learning is primarily grounded in the constructivist view of learning (Landau, 2001:22). "Constructivist learning models require active input from students and requires intellectual effort and aids retention. The role of the teacher in student-centered learning is to facilitate the students' learning by providing a framework (i.e. activities for students to complete) that facilitates their learning. For example, the teacher posts activities or questions that students complete. Projects include: writing papers, essays, and reports, publishing Web pages, conducting research, answering open-ended questions, creating artwork, and organizing events."

 Principle 5: Students need to have Choice and Control Over their Learning Principle 6: Enabling Higher-order Thinking Principle 7: Learning needs Cooperation between Student and Lecturer

Principles of Student-Centered Learning

Principle 1: Required Active Learning and Ongoing Reflective Principle 2: Does not have One-Size-Fits All Solution Principle 3: Recognize Students Diversity Principle 4: Students have Different Experience and Background Knowledge

Student-Centered Learning vs Teacher-Centered Learning

Teacher-Centered
Low level of student choices Student passive Power is primarily with the lecturer Assume students have little useful knowledge The course has specific objectives relating to what students have to know for formal-assessment Present facts to students

Student-Centered
High level of student choice Student active Power is primarily with the student Develop conversation with students Provide opportunity for students to reveal change Encourage students to restructure existing knowledge

Student-Centered Learning vs Teacher-Centered Learning

Teacher-Centered Student-Centered

Cover information that might be available from textbook Structure the course to help students pass formal assessment Give students good set of notes Provide information needed to pass formal assessment Lecturers should know the answers to questions

Set aside some teaching time for students to discuss among themselves Use examples to provoke debate Discuss their changing understanding of the subject Students generate own notes Question students ideas

Benefits for Students

Student-centered learning has many advantages from the students point of view. Amongst the major benefits are (1) Enhance Students Knowledge Retention and Motivation to Learn, (2)Equipped Students with Transferrable and Lifelong Learning Skills,

 (3) Integrate Students into Academic Community, (4) Improve Learning Outcome and (5) Due Consideration for Students

Small Group Discussion

Characteristics of Small Group Teaching & Learning 1. Definite structure 2. Time bound 3. Active student participation (face to face contact) 4. Sharing of learning between all group members

5. Non threatening, non critical environment 6. Capitalizing on individual group members experiences 7. Involves discussion

8.Defining tasks and boundaries (purposeful activity) 9. Facilitator role of the teacher 10. Co-operative activity (Newble, D. Cannon, R. A Handbook for Medical Teachers, 1994)

SCL in small group can help develop the following: 1. Critical thinking 2. Problem solving 3. Effective communication

4. Interpersonal skills 5. Team work 6. Leadership 7. Appropriate attitudes

Steps in Developing Materials for Learning in Groups 1. Provide or negotiate a clear statement of what learners should learn (learning objectives) 2. Give reasons for the learning activity 3. Outline the stages involved

4i Design/ produce the stimulus materials (e.g. samples, patient case notes, problems) or 4ii Ask learners to produce examples from their area of study 5. State questions or other requirements which your students need in order to learn from the materials 6. Follow learner activity with time to check and share the learning

Problem based learning (PBL)

Problem based learning (PBL)

Contract Learning (CL)

Contract Learning (CL)

Contract learning was first introduced by Malcolm Knowles in 1986 as a means of student centered and self directed learning. It is a process in which learners take the initiative in diagnosing their learning needs, formulating learning goals, identifying resources for their learning, choosing and implementing, appropriate learning strategies and evaluating learning outcomes.

A learning contract is basically a negotiated agreement between the learner and his /her teacher on the learning goals that he/she will achieve in a specific course or educational programme. The learner will be free to identify his/her own learning objectives and how these objectives will be implemented and assessed.

The learning contract is utilized to

i. improve relevance and meaning of the learning process as the students can ensure that what they will learn will be of real value to themselves.

ii. allow innovation as students are encouraged to do things on their own. iii. encourage continuing lifelong learning and selfassessment as the students are encouraged to identify their own learning needs and to resolve those needs themselves.

Isu-Isu dalam SCL

Adakah tenaga pengajar betul-betul bersedia melaksanakan perubahan?? Jika YA bagaimana tenaga pengajar memastikan penglibatan aktif dalam proses T&L

 Motivated students are easier to teach. Students who are interested in learning do, in fact, learn more. Research indicates the following teaching behaviors correlate with positive student motivation:
Explaining the course material clearly Summarizing materials to help students remember

 Making the subject interesting Demonstrating the significance of the subject matter Being able to change approaches when needed Giving reasons for criticism of academic performance Using humor

Motivating Students
Strategies to get and keep students interested in learning
Know who your students are. Establish the relevance of the course material Involve students in choice of materials Arrange learning tasks at levels appropriate to students abilities Give feed back as soon as possible

Motivating Students
Offer positive comments rather than negative ones Use students natural curiosity. Stress understanding more than facts. Encourage students to critique their own work, to analyze their strengths and weaknesses, and to do their own research.

 Use teacher-student interaction. Let students actively participate. Take a variety of roles from active direction to reflective support.

TERIMA KASIH KERANA SUDI MENDENGAR

Dr.Hj. Mohd Zarawi Mat Nor Tel: 0139225271 zarawi@usm.my zarawi65@yahoo.com