Abstract
This paper discusses a different approach to teaching: the learner-led approach in education (LED). While there are many interpretations of LED, this paper focuses on students selecting their own research topic, constructing a lesson plan and homework assignment based on that topic, and then leading their classmates in a mini-lecture/presentation about their research. The reasoning for this approach is that students will be more interested in a topic and will learn more about it when they are given the freedom to choose it themselves. Additionally, when they are required to teach what they have learned to their classmates, they will be more thorough in their research and put more thought into the lessons. This will benefit both the student who is leading the lesson, and the other classmates who will be motivated to do their best when their turn to lead the class arrives. There are a few challenges to this approach, particularly the fact that it diverges from students’ and teachers’ previous experience with classroom dynamics. The unambiguously positive results of this approach, however, point to the benefits of trying something different to promote better learning outcomes.
Author Information
Joel Weinberg, Meiji University, Japan
Paper Information
Conference: CHER-HongKong2019
Stream: Questing for innovation and entrepreneurship: Curriculum design and student learning
This paper is part of the CHER-HongKong2019 Conference Proceedings (View)
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