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Abstract

Three techniques that foster student-centred learning were trialed in Year 10 English and History classes at a small Queensland school. These included the Socratic Seminar, the Graffiti Model and the Pirozzo Matrix. It was found that each of these methods created discussion, involvement, cooperation and learning at many levels. Ideas were shared by students, all students became involved and differentiation of learning was made possible. Overall there was a greater level of cooperation within the class.

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