DESIGNING STUDENT-CENTERED LESSONS

Authors

  • Usmonova Roziya Maxamadjanovna Senior teacher, Department of Methods of Teaching English, Uzbekistan State University of World Languages

DOI:

https://doi.org/10.55640/

Keywords:

Student-centered learning, lesson design, learner autonomy, active learning, differentiated instruction, constructivism, educational innovation, classroom strategies

Abstract

This article deals with the issues based on the principles and practical approaches to designing student-centered lessons, emphasizing the need to shift from teacher-dominated instruction toward learner autonomy and active engagement. Through an extensive literature review and analysis of global practices, it identifies the theoretical foundations, benefits, and challenges of student-centered instruction. The discussion evaluates various strategies for planning and implementing student-centered lessons that promote critical thinking, creativity, and independent learning.

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References

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7.7. Freeman S. et al. Active learning increases student performance in science, engineering, and mathematics. PNAS, 2014, Vol. 111, No. 23, pp. 8410–8415.

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9.9.Bergmann J., Sams A. Flip Your Classroom: Reach Every Student in Every Class Every Day. - ISTE, 2012.

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Published

2025-05-05

Issue

Vol. 4 No. 4 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

DESIGNING STUDENT-CENTERED LESSONS. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(4), 51-53. https://doi.org/10.55640/

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