According to Bransford and colleagues (1999), learner-centred is another way of collecting information from students and thus allowing to have a deeper understanding of what they can bring to the class (as cited in Anderson, 2008). Throughout my journey so far within the MET program, I find that most professors have achieved this by asking us students what our professional/schooling background is and what is it that we want to gain from in the course. I find this very effective because it makes us think and reflect on why did we choose this course and how will it benefit us? The “Get to Know You” discussion at the beginning of every course allows us students to write about our background. In my professional teaching career, I do something similar. I hand out a questionnaire to my students and parents asking them certain questions such as: What are your favourite hobbies? What is your favourite and least favourite subjects? What do you want to focus on this term? How can you achieve this? I can get to know my students on a deeper level and can plan my units and lessons accordingly.
When I think of knowledge-centred, I think of one of the teaching strategies we learned in elementary school: text to text, text to self and text to real world. Learning is not just about reading books and listening to lectures, it’s about making connections with facts, people, ideas and communities (Anderson, 2008). One great example of this in the MET program is when we write reflections on articles and certain questions that are asked. In my teaching, I always try to incorporate real life examples as it makes learning more enjoyable for the students and myself.
I completely agree when Anderson (2008) states the assessment strategies that provide summative and formative assessment are needed most to have the least amount of teacher work load impact. I find assessment a challenge in my teaching career. I want to be able to provide the easiest and best way possible to assess my students that won’t require additional time on my part. I want to be able to give them feedback that they can use for future projects and assignments. In our MET program, I find online feedback the most useful along with rubrics that are posted before we start our project. This gives us something to look at and work towards with the criteria already in place. I really like the idea of having the students create their own criteria that Anderson (2008) has stated and will be trying this in the future.
Community-centred learning would best be illustrated in our MET program with our online discussions. If we were to have any sense of community, conversing and learning with one another allow us to have a sense of belonging. In the classroom, student group work and feeling safe are two important aspects that are critical to have. I want my students to feel safe in a way that they can ask any question and to be able to learn from one another.
Anderson, T. (2008a). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.),Theory and Practice of Online Learning. Edmonton, AB: Athabasca University.