PARADIGM SHIFT FROM TEACHER-

CENTERED LEARNING TO
STUDENT-CENTERED LEARNING
EDWIN PAUL C. CABLING II
 TEACHER-CENTERED VS
LEARNER CENTERED
Teacher-centered learning, follows the traditional method
of teaching.

• The teacher is the main lecturer of the class who presents and
passes information to his/her students. He/She dominates the
class, the main focus and center.

• The student acts as the absorber of the knowledge (listener) &

demonstrator of what he/she understands by means of assigned
assessments such as homeworks and tests (major examinations
and quizzes).
 TEACHER-CENTERED VS
LEARNER CENTERED
On a learner-centered learning, the student/learner is
more involved in his/her own learning.

• Each learner involves him/herself though academic activities by

acting on their own such as group projects, discussions, debates,
and research activities. They choose their own topics.

• The teacher facilitates the students by guiding each of them,

providing resources (most especially in research and discussions),
and he ‘foster a safe space for exploration’. (Teacher-student
interaction)
PHILOSOPHICAL PERSPECTIVES OF
TEACHER-CENTERED TEACHING

ESSENTIALISM

PERENNIALISM
PHILOSOPHICAL PERSPECTIVES OF
TEACHER-CENTERED TEACHING

ESSENTIALISM

• It tries to instill students with the most essential/basic academic knowledge, skills, &
character development.

• An essentialist believes that ‘there is a common set of skills and knowledge that educated
people should have’. (Expectations)

• Its curriculum is structured to develop discipline and a common culture of knowledge.

• It values deep knowledge on few core subjects, contrary to more general knowledge on
a wider array of subjects.

• Strict and traditional approach, respect for authority.

PHILOSOPHICAL PERSPECTIVES OF
TEACHER-CENTERED TEACHING

• Essentialism has 3 main components:

1. Students being taught by an essentialist teacher whose role is to

teach strict curriculum with knowledge & authority.

2. To weave (connect) community in the curriculum.

3. “Pass or fail” approach: Used to promote students to a higher

educational level; one way to progess is the student must prove
his knowledge of the required subject through grades and
testing.
PHILOSOPHICAL PERSPECTIVES OF
TEACHER-CENTERED TEACHING

PERENNIALISM

• It focuses on values associated with reason, applied on critical thinking.

• It focuses more on everlasting ideas and universal truths (ideas that have
lasted for centuries), and views principles of existence as ‘constant or
unchanging’.

• Aims to develop learner’s intellectual & moral qualities, similar to essentialism.

• Applicable in teaching art, history, and literature. The learner should learn
from reading and analysis of the works of finest thinkers & writers in history.
PHILOSOPHICAL PERSPECTIVES OF
LEARNER-CENTERED TEACHING

PROGRESSIVISM

HUMANISM

CONSTRUCTIVISM
PHILOSOPHICAL PERSPECTIVES OF
LEARNER-CENTERED TEACHING

PROGRESSIVISM

• A belief that individuality, progress and change are fundamental to the learner’s
education.

• Its adherents believe that education should be the process of ongoing growth,
most especially in the preparation for adulthood.

• In this setting, students in class would form themselves into groups and they
develop social qualities such as cooperation and tolerance in the exchange of
views.

• Teachers would make learning interesting by planning lessons that provoke

curiosity.
PHILOSOPHICAL PERSPECTIVES OF
LEARNER-CENTERED TEACHING

HUMANISM

• It seeks to engage a learner as a whole where one’s intellect, feelings, and

social capacities, artistic and practical skills are given attention in the learning
process.

• Its purpose is for one to ‘progress towards autonomy and realization of his/
her own potential’; it bases on one’s internal desires to do his/her best if given
the chance.

• Learners here are encouraged to focus on a specific subject of interest any

time they choose within reason; must be motivated and engaged in the
material they are learning since this is what they needed and wanted to know.
PHILOSOPHICAL PERSPECTIVES OF
LEARNER-CENTERED TEACHING

CONSTRUCTIVISM

• The philosophy, or belief, that learners create their own knowledge based on interactions with
their environment including their interactions with other people. (Draper, 2002, p. 522)

• Based on the idea that learners must construct and reconstruct knowledge, in order to learn
effectively.

• It is a theory that ‘equates learning with creating meaning from experience’.

• They would build up their selves by incorporating new knowledge based on the experiences of others
he encountered rather than being passive.

• Students engage themselves with a problem or concept, helps them to become more active in the
learning process. (Problem solving)

• Examples: Role playing, debates/exchange of viewpoints, & internships (exposure to reality).

 SUPPORTING RESEARCH:
TEACHER-CENTERED TEACHING

PROS CONS
This approach gives a clear structure for It limits student in engaging themselves
learning, ensuring all students cover the by just being passive learners, especially for
essential content. those who learn best by doing.

Teachers with strong subject-matter It discourages critical thinking by just

knowledge (high expertise) can deliver large memorising facts instead of critical analysis.
amounts information with efficiency in a (Common in the wrong way of teaching
short time. history.)

It does not cater to diverse

Direct teacher instruction can work well for
learning styles most especially for
certain topics that provide foundational
students who learn best though visual aids,
knowledge or in building basic skills.
group work, or hands-on activities.
 SUPPORTING RESEARCH:
STUDENT-CENTERED TEACHING

PROS CONS
It helps his/her student in enhancing critical
skills and his analytical understanding, in Classroom management can become more
engaging in problem solving, and in enhancing challenging with a lot of student activity.
creative thinking skills
It helps students to become more
It requires teacher to invest time in
collaborative & becomes more skilful in
preparation for engaging activities and
communication. (E.G.: teamworks &
differentiated instruction.
discussions)
Helps students to become more diverse in
Not suitable for all topics especially
ways that suit each one’s individual needs &
when some topics require direct instruction.
styles.
 RESISTANCE CHANGE:
MANAGING THE SHIFT
‘Sage on the Stage’ vs ‘Guide on the Side’

• ”Sage on the stage” or teacher-centered model places the teacher as

the center of all being in charge of giving his knowledge of the
topic/s, through lectures or direct instruction to his/her students who
are considered “empty vessels”, functioning as being the passive
absorbent of information.

• Historically considered as a traditional approach, it has evolved to

recognize the significant benefits of empowering students as active
participants in their own learning.Yet it is not necessarily the best
approach.
 RESISTANCE CHANGE:
MANAGING THE SHIFT
‘Sage on the Stage’ vs ‘Guide on the Side’

• The “Guide on the Side”, or the student-centered learning model,

the teacher and the students created equanimity with both of them
playing their roles in the learning process.

• While the teacher still has authority, he will act more as a facilitator
wherein he will assist and coach students in their learning.

• In this approach, it makes the students more actively involved so

that they would truly actively learn.
 RESISTANCE CHANGE:
MANAGING THE SHIFT
CASE AND POINT: ‘I Stood in Front of the Classroom
and Told People Things’ by Martha Kennedy

• As a writing teacher in the 80s, she first modelled her teaching style
through her former teachers by just standing and talking in front.

• But when the idea of student-centered teaching came, the teacher

became aware of “the essential difference between teaching a skill
and teaching content,” believing that while “you can tell people
content; people must practice skills.”
 RESISTANCE CHANGE:
MANAGING THE SHIFT
CASE AND POINT: ‘I Stood in Front of the Classroom and
Told People Things’ by Martha Kennedy

• She believed that the student must be ‘directly involved’ in learning a skill and
the teacher shouldn’t stand alone in front of the class and tell the class to do
something.

• Yet she believed it felt ‘risky’ due to relinquishing control of the learning
process and letting his/her students do at their own expense. It lead to a
chaotic situation.

• She then used music to calm the students while focusing on their group
activities in the class.
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Southern Illinois State University Edwardswille. (n.d.). Perennialism. https://www.siue.edu/~ptheodo/foundations/perennialism.html

Southern Illinois State University Edwardswille. (n.d.). Progressivism. https://www.siue.edu/~ptheodo/foundations/progressivism.html.

M Alam (2016), Constructivism: Paradigm Shift from Teacher Centered To Student Centered Approach , International Journal of Indian Psychology,
Volume 4, Issue 1, No. 79, ISSN:2348 - 5396 (e), ISSN:2349 - 3429 (p), DIP:18.01.0 86 /20160304, ISBN:978 - 1 - 365 - 56745 - 2

Teaching for Transformation (TforT). (n.d.). Humanism. Teaching for Transformation (TforT). https://teachingfortransformation.com/humanism/

[BlueSofaMedia]. (2012, December 31). Use a Learning Theory: Constructivism [Video].YouTube. https://www.youtube.com/watch?v=Xa59prZC5gA

[Helpful Professor Explains!]. (2023, October 17). Humanism in Education (Are you a Humanist Teacher?) [Video].YouTube. https://www.youtube.com/
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(n.d.). Teacher-centered Vs Student-centered Learning:Which is better? Exeed College. Retrieved August 8, 2024, from https://exeedcollege.com/blog/teacher-
centered-vs-student-centered-learning/

L. J., PhD (n.d.). An Educator’s Guide to Teaching Styles & Learning Styles. University of San Diego | Online. Retrieved August 8, 2024, from https://
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L. J., PhD (n.d.). Complete Guide to Student-Centered vs.Teacher-Centered Learning. University of San Diego | Online. Retrieved August 8, 2024, from https://
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