Teachers’ Guide

Introduction

Traditionally teachers have syllabi and curricula which they teach in line with lesson plans with specific timeframes, activities and learning outcomes. This puts the teacher firmly in charge of delivery and assessment. In this context, the teaching role often encompass engaging students actively in learning, facilitating group collaboration and supporting self-regulated learning. In this field, technology constitutes a useful tool providing an effective mean to achieve teaching/learning objectives (Seery, 2013).

Teachers and students may perceive similarities among different learning methods. However, one thing is common among them: a strategy to shift from traditional didactic transmission (teacher centred model), with relatively passive learners, to a systematic encouragement where engagement with learning and independent learning are key issues (student centred model) (Garrett, 2008).

This module will give an overview of the current tendencies to promote an active involvement of students in the learning process and will be organized in four chapters: 1. Peer learning education; 2. Methodologies for peer learning education; 3. Other methodologies for students active involvement and 4. Case studies. The case studies will address examples in chemistry, biology and mathematics.

Online Resources

• Technology in educationA work of Seery and McDonnell (2013) addressing the use of technology in chemistry education.
• Teacher centred model versus student centred modelA work of Garrett (2008). The major purpose of this work was to document the classroom management beliefs and practices of three teachers who implement student-centered instruction.