Student-centred learning

This paper was developed in 1999 by Keri Moore, of the Course Iproveent Tea, in
consultation with colleagues fro !"I and IT#"$ It provides soe practical discussion points
in relation to the concept of student-centred learning$
%nderpinning concepts&
• Student-centred learning is a way of thin'ing about student learning that drives your
teaching practice i$e$ a focus on how the students are learning, what they e(perience,
and how they engage in the learning conte(t$
• Through gradual epowerent student-centred learning focuses on student outcoes
rather than on teaching$
• This iplies a conceptual shift fro&
I will tell you this and therefore you will learn
I want to help you in ways which are effective for you and match your needs.
# chec'list&

Students) ideas and *uestions are welcoed, valued and encouraged$ Ì
Students are seen as partners in a learning +ourney$ Ì
The student is supported when ta'ing responsibility for their own learning Ì
Staff have a coitent and desire to share their field of e(pertise and its
relevance to professional practice$
Staff actively search for new ways to help students learn$ Ì
Staff learn about teaching fro evaluating and reflecting on student learning$ Ì
,earning is fun and is vital to personal developent for grasping opportunities
throughout life$

-oral counications .sub+ect guides, learning outcoes and assessent
guidelines, tietables etc/ are clear, specific and in writing$ .This includes any
changes to the original inforation/$
0iscussion of ais and intentions to include differing perspectives$ Ì
Students receive tiely and ade*uate inforation on which they can base
wor'1study plans and decisions$
Students are offered opportunities to discuss connections they are a'ing with
previous classes and other sub+ects in the course$
Students) e(periences and views about 2MIT)s progras are actively sought and
used as an integral part of planning for future progras$

Program/subject design
Student input is sought in planning sub+ect revision$ Ì
"rogras facilitate student choice - negotiation of learning outcoes where
appropriate3 student adaptation of own learning issues and conte(t where possible$
The planning of all aspects of progras involves students to ensure their
perspectives, ideas and needs have been accoodated$
Students are offered opportunities to give feedbac' with the assurance that
issues will be addressed in response to that feedbac'$
Staff reflect on student feedbac' and perforance see'ing iproveent 1
docuentation in personal teaching portfolios$

Learning activities
Consideration and discussion has been given to prior learning i$e$ address
the needs of students who ay be at different starting points$
4egotiation has ta'en place regarding the learning activities, .when
appropriate and possible/$ So that they occur in ways that students find
relevant, engaging and suitably challenging thereby ensuring the
developent of graduate capabilities$
# range of teaching ethods are offered that will ensure the developent of Ì
the necessary s'ills to eet the deands of industry and professional
‘,ess effective) students are e(posed to the learning processes used by
ore effective learners, thus encouraging the to learn fro each other$
Therefore creating a foru for sharing learning approaches and ideas$
5pportunities are generated for students to e(plore their own hypotheses,
prooting scholarly and reflective practices consistent with s'ill developent
as life- long learners$

Assessment activities
Staff e(plain assessent ethods and negotiate where possible$ Ì
Staff chec' to ensure that the assessent achieves the desired graduate
capabilities and re*uireents of professional practice in each discipline$
# range of assessent approaches is ade available to accoodate
different learning styles$
5pportunities are sought for both foral or inforal peer and self-