Overview概要.Student Centred Learning 以学生以学生为为中心的学中心的学习习Learning 教教Assessment评评Application of SCL以学生以学生为为中心教学方法的中心教学方法的应应用用Day 1Introduction 相互介相互介绍绍Ground Rules 基本基本规则规则Student Centred Learning 以学生以学生为为中心的教学中心的教学Working in groups(Teamwork)小小组组学学习习Day 2 Planning learning-the learning cycle教学教学设计设计-学学习习圈圈理理论论Practical teaching methods实实践教学法践教学法Role/Teaching methods 角色角色/教法教法Kolbs learning cycle科科尔尔伯的学伯的学习习圈圈Managing learning管理学管理学习习 Day 3Student learning activities开展学生的学开展学生的学习习活活动动 Plenaries and learning 讨论讨论与学与学习习 Applying SCL in your workplace将以学生将以学生为为中心的教学方法中心的教学方法应应用到工作中用到工作中 1.2Ground Rules for Student Centred Learning Treat each other with respectListen and value other opinions,even if they differ from your ownShare your ideas and participate alongside othersGive feedback which is constructive and supportive.2.1Key principles of a student-centred learning approach以以以学生为中心教学法的基本原则以学生为中心教学法的基本原则Student-centred learning以学生为中心的教学法以学生为中心的教学法1.Students prior knowledge and experiences are taken into account充分利用学充分利用学生已有的知识和经验生已有的知识和经验9.The teacher acts as facilitator of learning rather than as presenter of knowledge教师充教师充当学习的促进者，当学习的促进者，而不是知识的呈现而不是知识的呈现者者 2.Students needs and learning preferences are taken into account考虑考虑学生的需求和学习爱学生的需求和学习爱好好8.Activities/resources are used to motivate/support/challenge students使用活动或资料来激励使用活动或资料来激励/帮助帮助/挑战学生挑战学生 5.Students are actively participating in the learning process学生积极参与学习过程7.Students are encouraged to develop own ideas and problem-solving skills鼓励鼓励学生提出自己的想法，学生提出自己的想法，培养决问题的能力培养决问题的能力3.Formative assessment,peer assessment and self assessment help students learn形成性评价、同形成性评价、同学评估和自我评价对学评估和自我评价对学习有帮助学习有帮助4.Students develop key employability skills培养学生核培养学生核心就业技能心就业技能6.Students are encouraged to become independent learners鼓鼓励励 学生独立学习学生独立学习Three questions3个问题个问题 1.What do I want the students to learn?想让学生学什么学什么?AIMS AND OBJECTIVES目的目的3.How will I know what they have learned?怎样知道他们学会了？ASSESSMENT评价评价2.How can I help them learn it?怎样教怎样教他们学会?METHODS,ACTIVITIES AND RESOURCES方法、活动与资源方法、活动与资源TEACHING CYCLE 教学圈教学圈TARGET GROUP 目标组OBJECTIVES 目标TEACHING METHODS教法RESOURCES 资源ASSESSMENT 评价TEACHING CYCLE教学圈教学圈“I hear and I forget我我听听后会后会忘记，忘记，I see and I remember,我我看看后能后能记住，记住，I do and I understand.”我我做做后能后能明白。
明白Consider想一想想一想 Consider想一想想一想 Make a cup of tea 沏茶Tie a shoelace 系鞋带Ride a bicycle 骑自行车Give directions to your home 介绍去你家的路线Task:How would you learn best to.?任务：怎样学任务：怎样学最好？最好？Kolb,D.(1984)Experiential Learning,New Jersey,Prentice-Hall IncActivistsReflectorsTheoristPragmatistKolb(1984)LearningCycle 学习圈Reviewing the Experience 复复习习Concluding fromthe experience总结总结Planning thenext steps 计划下一步计划下一步Experiential learning CycleKolb and Fry(1984)Honey and Mumford(1982)“a direct encounter with the phenomena being studied”(Brookfield 19830)Learning styles can also be described as:学学习风习风格的另一种表述格的另一种表述Visual视觉视觉型型Auditory听听觉觉型型Tactile 触触觉觉型型orkinesthetic 运运动觉动觉型型Two Models of Learning种学习模式种学习模式Traditional/Input传统输入传统输入Passive被动Receipt接收Fills a deficit填补空缺Outside stimulus外部刺激Keywords give,impart,convey关键词：“给、传授、传送”Transfer of skills and knowledge传授知识和技巧Need for teacher需要老师Modern/Action现代行为现代行为Active主动Search探索Seek satisfaction需求满足Inner drive内驱动力Keywords:create,discover关键词：“创造、发现”Problem-solving解决问题Self-learning自我学习The Role of the Teacher 教师的角色 Mentor指导者 Counsellor顾问 Tutor者 Facilitator促进者 Manager管理者 Team Leader领队 Administrator 资料员 Adjudicator评价者 Mediator协调者Teaching methods 教学方法Most Control控制最多控制最多Least Control 控制最少控制最少Teacher Controlled Lecture讲讲授授,demonstration 演示演示教教师师控制控制 Structured discussion 有有组织组织的的讨论讨论Shared Control Tutorial ,Simulation 模模拟拟,师师生相互控制生相互控制 Role play 角色扮演角色扮演 Resources based learning 利用利用资资源学源学习习Less Controlled Unstructured discussion 自由自由讨论讨论,控制少控制少 Seminar 讨论课讨论课 Practical 实实操操课课Teacher Controlled Distance learning 远远程学程学习习 教教师师控制控制 Discovery projects 项项目教学目教学 Real life experiences 实习实习Teaching should not be thought of astransmissionbut as anengagement教学教学是是参与参与，而不是，而不是灌输灌输。
Light and Cox 2001)Teaching 教学教学Changes in activity变换活动变换活动 “restore attention and concentration”能吸引学生注意，使他们集中精力Biggs 2003:102)Brookfields LensesViewing experiences through从不同镜头看(Brookfield,S.(1995)Becoming a Critically Reflective Teacher,San Francisco:Jossey-Bass)AutobiographicalLenses 自身的角度自身的角度PeerLenses同行的角度同行的角度 Client/learner Lenses 客客户户/学生的角度学生的角度TheoreticalLenses理理论论角度角度Assessment definitions评价的定义评价的定义 Summative assessment终结性评价终结性评价This is assessment of learning是是对对学习的评价学习的评价Formative assessment形成性评价形成性评价This is assessment for learning.是为为学习进行的评价Assessment for Learning 为学习的评价Some principles原则原则1.should be part of effective planning of teaching and learning应该是有效进行教学设计的一部分。
2.should focus on how students learn应把重点放在学生的学习方法上3.should be recognised as central to practice应视为教学实践的重要环节4.should be sensitive and constructive because any assessment has an emotional impact任何评价都对情感有影响，因此评价应谨慎和有建设性5.should take account of learner motivation应考虑学生的学习动机6.should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed应有助于实现教学目标，并使师生都理解评价他们的标准7.Learners should receive constructive guidance about how to improve学习者应得到有关如何改进的建设性指导8.develops learners capacity for self-assessment so that they can become reflective and self-managing培养学生的自我评价能力，使其能自我反思和自我管理。
Robust assessment 有效的评价Assessment for Learning is对学习的评价应该对学习的评价应该 Accurate assessment(knowing standards)准确准确（熟悉标准）Fair assessment(valid methods)公正公正（使用有效的方法）Reliable assessment(judgements are consistent)可靠可靠（结论应前后一致）Useful assessment(identifying how to progress)有用有用（明确如何推进）Focused assessment(identifying blocks in a students progress)重点突出重点突出（找出学生的学习障碍）Continuity of assessment(each assessment stage is clear)连续连续（每个评价阶段非常清楚）Assessment评价 feedback反馈 To be useful to learners,assessment should lead to feedback:要对学生有用，评价须能产生反馈。
Feedback can be反馈的形式:Oral口头的口头的 Written书面的书面的 Non verbal非言语的非言语的Features that will influence learning影响学习的因素Stimulating all the senses刺激所有所有感官Atmosphere free from undue pressure and stress,but with a degree ofpleasurable interest环境没有过多的压力，没有过多的压力，却有些许趣味性Series of novel changes that are neither too hard or easy一系列难易适度的新奇变化新奇变化Encourages social interaction for some activities鼓励某些活动中的社会交往社会交往Promotes the development of skills and interests that are mental,aesthetic,social and emotional鼓励培养培养心智、审美、社会和情感方面的技能和兴趣技能和兴趣。
Encourages the learner to be an active participant鼓励学习者积极参与积极参与Cleeves Diamond 1999)Features that will influence learning (-ive)影响学习的因素Requiring use of a limited set of the senses 需要的视角单一需要的视角单一An uninviting atmosphere or a threatening one creating pressure and stress 气氛沉闷、压抑气氛沉闷、压抑Setting monotonous or repetitive tasks with demands not linked to capabilities 作业重复单调，无需太多技能作业重复单调，无需太多技能Isolating learners from one another(physically and/or socially)学生相互隔离学生相互隔离Promoting an uneven profile of skills and interests between the mental,aesthetic,social and emotional 使学生的心智、审美、社交和心理技能发展不全面使学生的心智、审美、社交和心理技能发展不全面Encouraging learners to be passive,dependent and docile.鼓励学生被动、依赖和顺从鼓励学生被动、依赖和顺从Application to your setting应用到自己的工作环境In transfering Student Centred Learning to your setting what might be the barriers to success?在本单位采用以学生为中心的教学法以学生为中心的教学法有何障碍？Competence?能力？To much of a shift in practice?教学方法变动太大？Too radical?过于激进？Therefore-why not start small engage agents of change(students?)那为何不进行小幅度的变化呢？Build/contribute to a culture of change 建设催生一种求变的文化Make clear the expectations of you as teacher明确自己作为教师的期待As you prepare your activities think about准备活动时，请思考：What will your activities look like?你的活动会是什么样子？This activity package should be easy to transfer to your setting这个“活动包”应该易于在自己的单位实施。
Now it is over to you engage and be active现在请积极参与Finish Honey and Mumfords Learning Styles 学习风格Activist行为主义者行为主义者Reflector反思者反思者Theorist理论家理论家Pragmatist实用主义者实用主义者Pragmatist.Lets try it.实用主义者：让我试试实用主义者：让我试试Relevant and practical相关和实用Try things out with support from an expert在专家帮助下尝试解决问题Given immediate opportunities to implement what learnt给机会现学现做Problem solving解决问题Activists.Lets do it.行为主义者：让我做吧行为主义者：让我做吧New experiences新的体验Have a go 试一试Problem solving解决问题Team work团队合作Reflector.Lets think about it.反思者：让我想想反思者：让我想想Thinking things through 全面考虑Observation 观察Paired discussions结对讨论Opportunity to review and reflect 给机会总结和反思Theorist.Lets understand it.理论家理论家Models and concepts模型和概念Lectures讲课Following step-by-step instructions讲课循序渐进Opportunity to ask questions and probe ideas给机会提问题和发表自己的观点Honey and Mumfords Learning Styles学习风格 Labelling learners给学习者贴标签.Franklins(2006)labels.Learners being labelled as being particular types of learner.学习者都是具体某种类型的学习者Honey-Mumfords Pragmatist实用主义者q Activist行为主义者q Reflector反思者q Theorist理论家But takes no account of context 没考虑语境(Coffield et al.)Gardners labels(2003)(Multiple intelligences多种智能)q Logical mathematical逻辑数学的q Linguistic语言的q Musical音乐的q Spatial空间的q Bodily kinaesthetic运动觉q Interpersonal人际的q Intrapersonal 内心的q Naturalist自然主义者q Spiritual 精神上的Theories of learning学习理论学习理论 Piaget:Cognitive Development Theory 皮亚杰：认知发展理论皮亚杰：认知发展理论qPhysical maturation leads to sequential development that includes cognitive development.身体发育导致导致包括认知发展在内的顺序发展。
Learners thought to learn new concepts by assimilation,taking in and adapting new information to fit existing conceptsqand by,accommodation,modifying concepts in light of new information.学习新概念需通过同化同化和和适应同化适应同化指接收接收新的信息，并使之适用适用已有的概念；适应适应指根据新的信息修改概修改概念念Theories of Learning 学习理论学习理论Vygotsky维果斯基维果斯基:qSocial constructivism:Talk and social interaction are the key learning tools.社会建构论：讨论和社会互动是学习工具的关键What a child can do today in co-operation,tomorrow he will be able to do on his own.小孩今天能合作完成的事情，明天他就能单独完成。
qScaffolding:extending what learners can do by breaking the learning process down into easy steps.q脚手架：将学习过程分解成几个容易的步骤能拓展学生的能力Bruner布鲁纳布鲁纳:the spiral curriculum 螺旋式课程螺旋式课程qThe curriculum re-visits topics,allowing learners to address increasingly complex components of a topic.复习学过的内容，使学生能理解越来越复杂的新内容Learning学习 adapted from Wegerif(2002:9)AspectBehaviourism行为主义行为主义CognitivistConstructionism建构主义建构主义Humanism人文主义人文主义Participatory/Situation 参与参与/情景论情景论Theorists理论家理论家Pavlov,Watson,Tolman,Skinner 巴普洛夫、沃森、托尔曼、斯金纳Piaget,Bruner 皮亚杰、布鲁纳Maslow,Rogers 马斯洛、罗杰斯Lave,Wertsch,Engestrom 拉韦、沃茨奇、恩格斯特伦 View of the L.Process 对学习过程的对学习过程的看法看法Leads to change in behaviour 导致行为变化Internal mental process including insight,information processing,memory,perception 内在的心理过程，包括领悟、信息处理、记忆、感知A personal act to fulfil potential 实现个人潜能的行为Interaction/observation in social contexts.Movement from the periphery to the centre of a community of practice 社会环境中的互动/观察。
从实践社群的边沿移动到中心Locus of L学习的核心学习的核心Stimuli in external environment 外部环境刺激Internal cognitive structure内在的认知结构Affective and cognitive needs 情感和认知需要Learning is about the relationship between people and environment 学习事关人与环境的关系Educators role 教育者的角色教育者的角色Arrange environment to bring about desired response 布置环境，使之实现理想的反应Structuring of content of learning activity 调整学习活动的内容Facilitates development of the whole person 促进人的全面发展Works to establish communities of practice in which conversation and participation occur建立对话和参与的实践社群。
LEARNING THEORIESLEARNING THEORIES学习理论学习理论 Behaviourist scientific/animals/skills 行为主义：科学的行为主义：科学的/动物动物/技能技能 Cognitivist how people understand material认知派：人们如何理解物质认知派：人们如何理解物质 Constructivist creating new meanings/joint effort usually involved实证主义：创造新的意义通常需要共同努力实证主义：创造新的意义通常需要共同努力 Humanist value driven/facilitating role人文主义：价值驱动，推动着角色人文主义：价值驱动，推动着角色。