Learning Outcome 3
“Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners”
MATLT Activity:
Student-Centerd Learning
In this assignment, students created two mind-maps comparing the differences between student-centered and instructor-centered learning environments.
mittelbrun_student-centered_learning-mindmap.pdf |
mittelbrun_teacher-centered_learning_mindmap.pdf |
According to Ahmed (2013), instructor-centered learning, is where, "students become passive learners, or rather just recipients of teachers’ knowledge and wisdom" (p. 22).
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According to An and Reigeluth (2012), "Learner-centred teachers serve as facilitators rather than transmitters of knowledge. They encourage students' participation and empower students by sharing power (p. 55).
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According to Aromin, “Of those seven learning styles, only verbal learners are well-served by the traditional style of education where the teacher stands at the front of the classroom and explains concepts to students” (2017, para. 6).
The benefits of this project are that it reaches other students who learn in different ways. For example, visual learners would greatly benefit from creating mind-maps to understand information.
Learning Theory:
Multiple Intelligences
According to Bryant, “In the 1980s, Howard Gardner, an American psychologist, attempted to reduce the myriad of student learning styles to seven categories (now eight). Gardner believed most students were either Visual / Spatial, Logical / Mathematical, Verbal / Linguistic, Musical, Kinaesthetic, Interpersonal, or Intrapersonal learners” (2016, para. 2).
According to Patrick (2009), “Learning experience is different for each learner, depending on the connection made to the other components of the situation and depending on what the learner brings to the situation and draws from it for future situations” (p. 512).
By comparing and contrasting student-centered vs. teacher-centered learning environments using mind-maps, teachers can reach other types of learners. This shifts the focus on teaching students in a one-size fits all model to personalizing instruction.
Instructional Technology:
Coggle.it
References:
Ahmed, K. A, (2013). Teacher-Centered versus Learner -Centered Teaching Style. The Journal of Global Business Management, 9(1). 22-34. Retrieved from http://www.jgbm.org/page/3%20Ahmed%20Khaled%20Ahmed.pdf
An, Y., & Reigeluth, C. (2012). Creating Technology-Enhanced, Learner-Centered Classrooms: K-12 Teachers' Beliefs, Perceptions, Barriers, and Support Needs. Journal Of Digital Learning In Teacher Education, 28(2), 54-62. Retrieved from http://files.eric.ed.gov/fulltext/EJ960151.pdf
Aromin, J (2016). Differentiated Learning: Why "One Size Fits All" Doesn't Work In Education. Retrieved from https://www.whitbyschool.org/passionforlearning/differentiated-learning-why-one-size-fits-all-doesnt-work-in-education
Bryant, A. (2016). Unlocking multiple intelligences with technology. Retrieved from http://www.kognity.com/multiple-intelligences/
Patrick E., P. (2009). Aesthetic principles for instructional design. Educational Technology Research And Development, (4), 511-528. doi:10.1007/s11423-007-9060-7
An, Y., & Reigeluth, C. (2012). Creating Technology-Enhanced, Learner-Centered Classrooms: K-12 Teachers' Beliefs, Perceptions, Barriers, and Support Needs. Journal Of Digital Learning In Teacher Education, 28(2), 54-62. Retrieved from http://files.eric.ed.gov/fulltext/EJ960151.pdf
Aromin, J (2016). Differentiated Learning: Why "One Size Fits All" Doesn't Work In Education. Retrieved from https://www.whitbyschool.org/passionforlearning/differentiated-learning-why-one-size-fits-all-doesnt-work-in-education
Bryant, A. (2016). Unlocking multiple intelligences with technology. Retrieved from http://www.kognity.com/multiple-intelligences/
Patrick E., P. (2009). Aesthetic principles for instructional design. Educational Technology Research And Development, (4), 511-528. doi:10.1007/s11423-007-9060-7