Graduation Year

2011

Location

Ames Library, Illinois Wesleyan University

Start Date

9-4-2011 9:00 AM

End Date

9-4-2011 10:00 AM

Description

This self-study examines implementation of student-centered learning in a second grade gifted classroom. My objective was to meet the needs of the students in ways that urged them to participate in their own learning. Specifically, I explored the questions, "how can I implement student-centered activities' in a way that students still obtain all the information that would be presented to them in a traditional teacher-centered lesson?" and "what are the students' responses to learning that is centered on their specific educational and developmental needs?" Data included documenting and reflecting upon lessons which involved hands-on activities or cooperative group work. All lessons required students to take an active role in their own learning. I found that student-centered learning is more enjoyable than traditional teacher centered instruction for both students and teachers, just as effective in the acquisition of skills and knowledge, and perhaps more effective in engaging students in higher-order thinking.

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Apr 9th, 9:00 AM Apr 9th, 10:00 AM

Implementation of Student-Centered Learning in the Elementary Classroom

Ames Library, Illinois Wesleyan University

This self-study examines implementation of student-centered learning in a second grade gifted classroom. My objective was to meet the needs of the students in ways that urged them to participate in their own learning. Specifically, I explored the questions, "how can I implement student-centered activities' in a way that students still obtain all the information that would be presented to them in a traditional teacher-centered lesson?" and "what are the students' responses to learning that is centered on their specific educational and developmental needs?" Data included documenting and reflecting upon lessons which involved hands-on activities or cooperative group work. All lessons required students to take an active role in their own learning. I found that student-centered learning is more enjoyable than traditional teacher centered instruction for both students and teachers, just as effective in the acquisition of skills and knowledge, and perhaps more effective in engaging students in higher-order thinking.