Adopting learner-centred strategies has major implications for faculty and individual students. This issue of CDTL Brief on Learner-centred Teaching/Learning explores how certain learner-centred approaches may be adapted to improve student learning in various contexts.
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| ‘Divide and Conquer’: Breaking a Big Class into Small Teams for Tutorials |
| Dr Koh Woon Puay |
| Department of Community, Occupational and Family Medicine |
| The purpose of tutorials is to interact with students in small groups and to shift emphasis from acquiring knowledge during lectures to data evaluation and problem solving. Class size is vital in determining the efficiency of teaching and discussion in a tutorial. Continue reading |
| Teaching Patient-centred Care in the Community |
| Dr Jeannette Lee, Dr Lee Kheng Hock & Associate Professor Adeline Seow |
| Department of Community, Occupational and Family Medicine |
| Rapid advances in technology and increasing specialisation in medicine are changing the way healthcare is delivered. Increasingly, there is a danger of an over-emphasis on the biomedical aspect of illness. Continue reading |
| Case-based Tutorials |
| Dr Ooi Thian Leong, Joseph |
| Department of Real Estate |
| Case study is an effective teaching and learning tool because it brings real life experience into the classroom. Learning to solve real world problems in the case studies helps develop students' ability to think critically and sharpen their decision-making skills. Continue reading |
| Learner-centred Practices and the Necessary Changes |
| Ms Ng Boon Yuen |
| Department of Information Systems |
| Coming from the premise that teaching is supposed to facilitate learning, I am a strong advocate of learnercentred methods that focus on students (i.e. learners) rather than the teacher. Weimer (2002) highlights five key areas that need to be changed when using learner-centred teaching approaches. Continue reading |
| The Philetics of Teaching |
| Ms Chua Siew Beng |
| Department of Management & Organisation, HRM Unit |
| Good teaching is often viewed as the practice of creating situations that maximise student learning. Thus, learner-centred teaching is often synonymous with good teaching as it focuses on the learners, not the teachers. So, what are some factors to consider in making our teaching learner-centred? Continue reading |
| Teaching Students with Different Learning Styles |
| Maria Socorro C. Bacay |
| Full-time Faculty Member/ College Registrar De La Salle-College of Saint Benilde Manilla, Philippines |
| I scrutinise the students' faces as they enter the classroom one by one: I see a cheerful face eagerly scanning the room for someone familiar, a timid face looking for a seat at the back of the room, and a nonchalant one looking around blankly. Continue reading |
| Student-led Tutorials |
| Dr Doobo Shim |
| Department of Communications and New Media Programme |
| In teaching Singaporean students, I found one major mystery-cum-problem: students seem too shy to answer my questions during the tutorials and lectures. In order to understand and solve this mystery-cum-problem, I spoke to some of my colleagues and students. Continue reading |