Facilitating Learning

Centered Teaching
Topic III- Dimensions of learner-
centered teaching
In teaching, consider the following questions:
 What is the role of the teacher?
 What is the balance of power?
 What is the function of content?
 Whose responsibility is it for learning?
 What is the purpose and process of evaluation?

Most respond to these questions from a traditional point of view.

The teacher give students content to learn. Evaluation is for
students to show f what they know. Teacher have all the power.
Another perspective to these the questions is called Learner-
Centered Teaching (LCT).
• Barr and Tagg (1995) argue that teaching needs to shift from
an instruction-centered focus to a focus on student learning.
• Phyllis Blumberg thoroughly discusses five dimensions, or areas, of
learner-centered teaching, which are:
• 1) the function of content;
• 2) the role of the instructor;
• 3) the responsibility for learning;
• 4) the purposes and processes of assessment, and
• 5) the balance of power.
 A.THE FUNCTION OF CONTENT

In addition to building a knowledge base, the content facilitates students to

• Practice using inquiry or ways of thinking in the discipline
• Students engage in most of the content to make it their own, students
make meaning out of the content
• Learn to solve real problems

How do you decide how to conduct or teach the course

after you selected the content to teach?
B. THE ROLE OF A TEACHER

• Shape the life chances of young people by

imparting knowledge by bringing the curriculum to
life, says Harry Cutty.
• play vital roles in the lives of the students in their
classrooms.
• Serve many other roles in the classroom.
WHAT IS THE ROLE OF A LEARNER-CENTERED TEACHER?

• Teaching Knowledge - Creating classroom environments

- Role Model - Mentoring Learner-Centered Teaching
• Adopting a bottom-up approach to curriculum,
teaching, and management. Rather than entering the
school year with a set of fixed units and activities, a
truly learner-centered teacher begins by getting to
know her students and understanding their hopes,
dreams, and needs.
•
ROLE OF A LEARNER-CENTERED TEACHER

• Occasionally provide direct instruction, but for the

most part, their role is one of the facilitator.

Teachers who act as facilitators provide their

students with materials, opportunities, and
guidance as students take on agency for other
aspects of their learning
ROLE OF A TEACHER

• Help them achieve their learning goals. Being

learner-centered is not easy because it requires
constant flexible attention to who students are, how
they are doing
• Collaborate with students to make good use of
available resources, and take charge of their own
growth and development.
 C. THE RESPONSIBILITY FOR LEARNING
 Students are the one who should take the responsibility for learning.
• can learn how to develop their skills and think for themselves
 Faculty who does because we adapt our teaching to fit the requests/
needs of students through detailed notes, study guides
• taking responsibility for learning
-Students remain passive (accepting or allowing what happens or what
others do, without active response or resistance)
-Students do not gain confidence in their ability to learn on their own
-Yet a common goal of higher education is for graduates to be self-
directed learners who can continue to learn the rest of their lives.
- There are specific skills that can be taught, practiced and mastered
 D. The purposes and processes of assessment

Assessment is integrated within the learning process

 Instructors
 give formative feedback for the purposes of
- fostering improvement
- encourage students to justify their answers when they do not agree with the the
instructor.
 uses authentic assessment throughout the course
 Students
 have multiple opportunities to assess themselves and their peers
• learn from their mistakes and then demonstrate mastery
 HOW WILL YOU ASSESS YOUR
STUDENTS?
Knowing your students is one of the tough roles of a teacher.
• Names - Needs - Dreams - Hopes - Preferred learning styles - Cultural backgrounds -
Important relationships - Interest - Personalities
• In a classroom of 20 children you have 20 different learning styles and 20 different
personalities, 20 different ways of taking in information and giving information.
• Great teachers know this and know that one lesson plan, one mode of teaching, is
never going to be good enough.
Can that teacher create 20 different lesson plans? •
• Of course not, but that great teacher knows that their students are on different
levels and have different ways of processing information.
E. The Balance of power

• Learner-centered approaches empower students to

take responsibility and to share in some of the
decisions about their courses
• Students can have some say over some policies,
deadline
• Once students begin to gain some control over
the course, they will engage more in the course and
will learn more
Dimension Definition of this An Essential Instructor- Learner-Centered Approach
Dimension Component Centered Approach
The Function Content includes Level to which Instructor allows Instructor encourages students to
of Content building a knowledge students engage students to transform and reflect on most the
base, how the content. memorize content. content to make their own
instructor and the meaning out of it.
students use the
content.
The Role of An essential role of the Instructors uses Instructor: Instructor intentionally uses
the Instructor instructor is to assist teaching and various teaching and learning
students to learn. learning methods Does not have methods that are appropriate for
appropriate for specific learning student learning goals.
student learning goals
goals. and/or
Uses teaching and
learning methods
that conflict with
learning goals
Dimension Definition of this An Essential Instructor- Learner-Centered Approach
Dimension Component Centered Approach
The
The Function Content
Studentsincludes
should assume Level to which for
Responsibility Instructor
Instructorallows
assumes Instructor
Instructorencourages students to
provides increasing
of Content
Responsibility building a knowledge
greater responsibility students engage
learning should students to
all responsibility transform and reflect on most the
opportunities for students to
base, how the content. memorize content. content to make their own
for Learning for their own learning rest with the for students assume responsibility for their
instructor and the meaning out of it.
over time.use the
students students. learning (provides own learning, leading to
content. content to achievement of stated learning
memorize, does not objectives.
require students to
create their own
meaning of content,
tells students
exactly what will be
on examinations).
The Purposes There are additional Formative Consistently throughout the
and Processes purposes and processes assessment (giving .Instructor learning process, instructor
 create their own
meaning of content,
Dimension Definition of this An Essential Instructor-
tells students Learner-Centered Approach
Dimension Component Centered Approach
exactly what will be
on examinations).
The
The Function
Purposes Content
There areincludes
additional Level to which
Formative Instructor allows
.Instructor
Instructor encourages
Consistently throughoutstudents
the to
and Processes purposes and processes assessment (giving learning process, instructor
of Content building a knowledge
of Assessment of assessment beyond students
feedbackengage
to foster students to
Uses only
transform
integrate and reflect on most the
base, how the
assigning grades.
content.
improvement.
memorize
summative content. content
 toFormative
make theirassessment
own
assessment (to
instructor and the make decisions to meaning
 out of it.
Constructive feedback
assign grades)
students use the
Provides students
content. with no
constructive
feedback

The Balance The balance of power Flexibility of Instructor Instructor is flexible on most
of Power shifts so that the course policies, mandates all
instructor shares some assessment policies and  Course policies
decisions about the methods, learning deadlines.  Assessment methods
course with the methods, and
students. deadlines. or
 Learning methods
Instructor does not
 Deadlines
adhere to policies.
and
Instructor always adheres to what
instructor has agreed to with the
students.
How Can Teachers Effectively Implement Student-
Centered Teaching Practices?
1. Create a climate of respect in the classroom.
• This means creating an environment where students feel safe and
accepted, and where they know that they can express their opinions
and ideas without fear of retribution.
• In order to foster a respectful environment, teachers must be proactive
in establishing rules and guidelines early on in the semester.
• Teachers make sure to enforce these rules
consistently, both during class sessions and after-
school activities.
• By doing so, teacher can help ensure that all
students feel comfortable participating in class
discussions and learning opportunities.
• 2. Encourage students to take ownership of their learning.
• emphasizing the student as the center of attention.
• encourages students to take ownership of their education and learn in a way
that is meaningful to them.
• help students achieve their goals, by encouraging to participate in class
discussions and ask questions that challenge their understanding of the material.
• provide students with opportunities to demonstrate their understanding by
completing homework assignments and project tasks promptly.
• involving students in all aspects of their education, educators can help ensure
that they become active learners who are confident in their ability to understand
and solve problems on their own.
• 3. Encourage creativity and innovation in learning activities.
• foster creativity and innovation in the way students learn.
• experiment with new approaches to learning and problem-solving.
• opportunities to share their work with classmates and participate in
class contests and competitions.
• engaging creative activities, educators can help them develop a deep
understanding of the material and become more confident problem
solvers.
4. Emphasize the importance of collaboration and teamwork.
• help foster these skills by emphasizing the importance of working
together.
• learn how to problem-solve and communicate effectively.
• essential for success in life, both academic and professional.
5. Encourage students to ask questions and ask for help when they need it.
• encourage students to ask questions and seek help when they need it.
• confident in their ability to understand and solve problems on their own,
they are more likely to feel comfortable speaking up in class.
Confidence is key to success in school and beyond.
6. Teach critical thinking skills.
• providing them with opportunities to explore complex issues and think
critically about information.
• develop research and writing abilities by giving them assignments that require them
to use evidence and logic to support their arguments.
• learn how to think for themselves rather than just memorizing information.
7. Facilitate student-led discussions and debates.
• allow students to share their ideas and opinions freely, and should also
be willing to engage in thoughtful discussion with them.
• foster a sense of ownership over one’s learning, as well as a strong sense
of community among the students in the class.
Conclusion
• A student-centered classroom can be an amazing
experience for students and teachers alike.
• Teachers need to be prepared to effectively
implement student-centered teaching practices.
• By following the points mentioned, teachers can
create a classroom environment that is
conducive to the development of critical thinking
skills and a sense of community among the
students.