Moving beyond the teacher-centred/learner-centred dichotomy: implementing a structured model of active learning in the Maldives

Abstract

In efforts to improve the quality of education, the disparity between policy and practice in implementing learner-centred pedagogy has been well-documented. Acknowledging these challenges, this study investigated active learning reform using design-based research, an interventionist methodology in the Maldives. The intervention specifically sought to address the policy-practice gap through the development of a structured model of active learning, drawing on recommendations in the literature and moving beyond the simple dichotomy of teacher-centred versus learned-centred pedagogy. Teachers’ enactment of the model was studied within a Maldivian island school. The data identified enabling conditions in teachers’ use of the intervention: the pedagogical model needs to be clearly and simply articulated; promote a staggered approach to reform; and reflect and respect local priorities. These were converted into design principles – an outcome of design-based research intended to inform the work of others enacting similar reforms.

Keywords:

• Active learning
• pedagogic reform
• education in small states
• design-based research
• learner-centred pedagogy

Acknowledgements

I would like to acknowledge my Maldivian friends and colleagues who have supported this research in so many ways. To the island community who provided a rich site for this research, I am grateful for their generous spirit and making it all possible.

Notes

1. Think-pair-share, Placemat, Numbered Heads, Jigsaw, Guided Instruction.