Learner-Centred Methods

According to Barr and Tagg (1995), the paradigm shift from teaching to an emphasis on learning has encouraged that power [in the teaching and learning enterprise] be moved from the teacher to the student. To support what has been opined by Barr and Tagg, Kang (undated:p.1) exposes how teacher-focused transmission of information formats, such as lecturing, has received an unprecedented amount of criticism, thereby paving

39

way for the widespread growth of ”student-centered learning” (SCL) as an alternative approach. Juke states that “in SCL students might not only choose what to study, but how and why that topic might be an interesting one to study.” An important issue that has emerged from the above build up on SCL shows that, unlike the traditional teacher- centred approach, learners have a choice and choice is very important as it will enable learners learn better and more comfortably. The figure below exposes learner-centred approach to learning.

Figure 2.4: A Systematic Evaluation Model for SCL

Source: Kang (undated:p.2)

In explaining the model, Kang writes;

… four indicators checking the readiness of students for SCL such as students’ goal orientation, task value, attribution and self-efficacy level were identified to be useful before the learning experience. During the learning experience, students’ perception of telepresence, teaching presence, and learning presence with cognitive, emotional and social domains could be effective

40

indicators to measure the students’ engagement in the learning process. Finally, the outcomes of students’ satisfaction, achievement, transferability and transformation could be good indicators to measure the success of learning after SCL. (p.1)

2.6.2.1 The Discussion Method

Gawe et al. (2011:187) defines the discussion method as “A discourse between two or more people with a definite purpose”. Jacques and Salmon (2007) are cited by Jacobs to have indicated that people join groups [discussions] with the belief that it will give them satisfaction as well as rewards, such as recognition and self-understanding through feedback that group members give.

Jacobs believes that the discussion method allows for a planned, systematic and teaching-learning conversation that goes on between teachers and learners. She further exposes that since discussion involve communicating with each other, members will influence and respond to each other, thereby helping in expanding and deepening learners’ knowledge. Tewksbury and Macdonald (2005) add that a good discussion is an excellent way of engaging learners thinking, as well as analyse and defend issues.

2.6.2.2 The Cooperative Learning Method

Johnson and Johnson (1992:218) define cooperative learning as the interaction in which teams ‘all work for one’ and ‘one for all’. Gawe et al. (2011:197) comes out with a similar definition with an addition. She defines cooperative learning as “a way of learning in which learners work together to ensure that all members in their groups have learnt and assimilated the same content.” The principal advantage that Johnson and Johnson (1992:218) have about this method is its ability to give learners emotional and academic support to enable them to clear the hurdles and obstacles faced in schools.

Slavin (1983:85) in support of the cooperative learning methods mentions that the methods can be very effective in increasing learner achievement and that the

41

effectiveness is felt more when groups are rewarded based on the achievement of individual members. The various techniques under the cooperative learning method are mainly looked at as games and are listed as:

• Socio-technological form of cooperative learning • Teams-games-tournaments (TGT)

• Student teams-achievement divisions (STAD) • Socio-psychological form of cooperative learning • Jigsaw technique

• Peer tutoring groups

• Positive controversy of cooperative learning • Small-group teaching

• Cooperative integrated reading and composition (CIRC) • Group investigative forms of cooperative learning • Group investigations

• Team support groups

2.6.2.3 The Project Method

Gawe et al. (2011:203) identifies that the project method is based on constructivist principles. She defines the method as “a method in which learners work individually or collaboratively to gather and present information on a chosen topic as ‘Transport’, ‘The Second World War’, ‘Butterflies’ or ‘China’. Gawe et al quoted an earlier definition by Coombs (1995:33), who described projects as “an out-of-class learner-centred activities that extend learning beyond the classroom and place it in the real world.” From the definitions, it can be seen that projects are learner-centred, performed natural environment and has the ability to make learners work independently.

In order to have a successful project, the following suggestions have been provided by Gawe et al. (2011:204-205):

• Planning • Time allowed

42 • Senior classes

• Subject-based or across the curriculum

2.6.2.4 The Role-Play Method

In the words of Gawe et al. (2011:206), the role-play method is a broad term that encompasses three techniques, viz; dramatization, simulation games and sociodrama. They are of the view that this teaching method uses acting to represent a make-believe situation.

2.6.2.4.1 Dramatisation

Dramatization is used when learners are made to read scripts aloud or act based on scripts written by popular play-wrights, a teacher, group of learners or individual learners. This method has the capacity of getting learners involved in the learning process, even the shy ones; however, it has the disadvantages of lacking spontaneity and sometimes failing to develop critical thinking.

2.6.2.4.2 Simulation games

Gawe, Jacobs and Vakalisa (2011) opine that this method depicts real-life situations. They cite Hyman (1974), who identified that in the simulation games approach, learners assume roles of decision-makers, act as though it was a real-life situation all in a bid to compete for certain goals. The essence of the game is to bring all hands on deck in the learning process to find solutions to identified problems.

2.6.2.4.3 Sociodrama

“Sociodrama” refers to group problem-solving which enables people to explore real-life situations through spontaneous enactment followed by guided discussion.” (Hyman, 1974 cited in Gawe et al. (2011). Like the simulation games, technique, this approach has the advantages of getting learners on board and broadening their scope of thinking and sharpening their human skills. However, it has a disadvantage of using only few

43

learners in the acting process. It also takes a lot of time in its preparation and actual acting and in the face of a teacher who is not enthusiastic and creative; the application of this approach will amount to failure.

2.6.3 Experimentation

One effective way of giving learners a test of reality and also allowing them to discover things for themselves is through experimentation. To Gawe et al.(2011:209), experimentation in simple terms is to “test an idea”. In building upon their simple definition (test an idea), they establish that the experimentation method consists of “actions and observation performed to prove or disprove a hypothesis, or to research a causal relationship between phenomena”. This method of teaching is mostly used in the sciences and it calls for learners to constantly observe, classify, communicate, measure, predict and infer. To prove that the method has gone down well with them, learners need to constantly practice the skills learnt and also apply the principles that come with the learning of the skills.