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
to&
I want to help you in ways which are effective for you and match your needs.
# chec'list&

Attitude
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$
Ì
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$
Ì

Communication
-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/$
Ì
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$
Ì
Students are offered opportunities to discuss connections they are a'ing with
previous classes and other sub+ects in the course$
Ì
Students) e(periences and views about 2MIT)s progras are actively sought and
used as an integral part of planning for future progras$
Ì

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$
Ì
The planning of all aspects of progras involves students to ensure their
perspectives, ideas and needs have been accoodated$
Ì
Evaluation
Students are offered opportunities to give feedbac' with the assurance that
issues will be addressed in response to that feedbac'$
Ì
Staff reflect on student feedbac' and perforance see'ing iproveent 1
docuentation in personal teaching portfolios$
Ì

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$
Ì
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$
Ì
# 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
wor'place$
‘,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$
Ì
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$
Ì

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$
Ì
# range of assessent approaches is ade available to accoodate
different learning styles$
Ì
5pportunities are sought for both foral or inforal peer and self-
assessent$