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LCT

The document discusses learner-centered teaching, which emphasizes the role of students in their own learning process and encourages active participation. It outlines the characteristics, benefits, and dimensions of this teaching approach, highlighting the shift from teacher-centered philosophies to learner-centered philosophies. Additionally, it addresses the importance of managing resistance to change and the role of instructors in fostering a conducive learning environment.

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14 views20 pages

LCT

The document discusses learner-centered teaching, which emphasizes the role of students in their own learning process and encourages active participation. It outlines the characteristics, benefits, and dimensions of this teaching approach, highlighting the shift from teacher-centered philosophies to learner-centered philosophies. Additionally, it addresses the importance of managing resistance to change and the role of instructors in fostering a conducive learning environment.

Uploaded by

ronaruatos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Facilitating learner-centered teaching

University of Northern Philippines

UNIT 1-LEARNER-CENTERED TEACHING:


FOUNDATION AND CHARACTERISTICS
Ramos, Marlowe Kyle F.
Puglay, Neisha Kwane
Taal, Mary Lyanna
Valdez, Jenny B.

Faculty-in-Charge
DIR. JARIN, SALLY
TABLE OF CONTENTS
A. Learner-centered teaching
1. Definition
2. Description/Characteristics
B. Paradigm shift: From teacher- centered to learner-centered teaching.
1.Philosophical perspective
-Teacher-centered philosophies
• Essentialism
• Perennialism
-Learner-centered philosophies
• Progressivism
• Humanism
• Constructionism
2. Supporting Research
3. Resistance to Change: Managing the Shift
TABLE OF CONTENTS
C. Dimensions of Learner-centered teaching
1. The function of content
2. The role of the instructor
3. The responsibility for learning
4. The purpose and processes of assessment
5. The balance of power
A. Learner-centered teaching
Definition:
 Learner-centered teaching focuses on the learners and their development rather
than on the transmission of content.
 It addresses the balance of power in teaching and learning, moves toward learners
actively constructing their own knowledge, and puts the responsibility for learning
on the learners.
 It is an approach that places the learners at the center of learning.
 It shifts the focus of activity from the teacher to the learners. In this approach, the
students solve problems, answer questions, formulate questions of their own,
discuss, explain, debate, or brainstorm during class. Likewise, students work in
teams on problems and projects under conditions that assure both positive
interdependence and individual account.
A. Learner-centered teaching
To sum it up:
 It is an instructional approach that places focus on the students, instead of
the teacher.

The primarily goal:


 Is to create independent responsible learners.

The benefits of this are:


 Learners will experience, explore and enhance their communication skills
 Learners will explore working in different learning styles/strategies
 Theirs HOTS ( Higher Ordered Thinking Skill ) will be enhanced.
 Learners will work at their own pace.
Characteristics:
According to Weimer (2012), there are five characteristics of
learner-centered teaching:
Learner-centered teaching engages students in the hard, messy work of learning.
Students do hands-on activities to enrich their experiences and to achieve meaningful
learning.
It encourages students to reflect on what they are learning and how they are learning it.
Learner-centered teachers include assignment components in which students reflect,
analyze and critique what they are learning.
It includes explicit skill instruction. Learner-centered teachers teach students how to
think, solve problems, evaluate evidence, analyze arguments, generate hypotheses. All
these learning skills are essential to mastering materials in the discipline.
Characteristics:
It motivates students by giving them some control over learning processes.
Teachers give some students choice about which assignments they complete.
Students can also be asked to help create assessment criteria.
It encourages collaboration, Learner-centered teachers work to develop
structures that promote shared commitments to learning. They see learning
individually and collectively as the most important goal of any educational
experience
WHAT IT LOOKS LIKE:
Student work shown in classes
Debating ideas
Student choice
Partnership with students
Cooperative learning
Use technology in class
Tips for the classroom:
Student reflections
Formative assessment
Teach big ideas
Performance and authentic Assessments
Paradigm shift: From teacher- centered to
learner-centered Teaching
1. Philosophical Perspectives
Teacher-Centered philosophies
This philosophy contends that teachers teach for learners to
acquire basic knowledge, skills and values. Teachers teach "not to
radically reshape society but rather to transact the traditional
moral values and intellectual knowledge that students need to
become model citizens.“

.
Paradigm shift: From teacher- centered to
learner-centered Teaching
 Essentialism
Essentialists are academically rigorous. The emphasis is on academic content for students
to learn the basic skills or the fundamental 3 r's reading, 'riting, 'rithmetic, right conduct as
these are essential to the acquisition of higher or more complex skills needed in preparation for
adult life.
Essentialists teachers emphasize mastery of subject matter. To gain mastery of basic skills, teachers
have to observe care requirements, longer school day, a longer academic year.

 PERENNIALISM
What the perennialists teachers teach are lifted from the great books. The perennialist
classrooms are "centered around teachers". The teacher do not allow the students interests or
experiences to substantially dictate what they teach. Learners engaged in Socratic dialogues, or
mutual inquiry sessions to develop an understanding of history's most timeless concepts.
Paradigm shift: From teacher- centered to
learner-centered Teaching
Learner-centered philosophies
▪PROGRESSIVISM
-Progressivists teachers teach to develop learners into becoming enlightened and intelligent
citizens of a democratic society, Teachers teaches learners so they may live fully NOW not to
prepare them for adult life.
-The progressivists are identified with need-based and relevant curriculum. This is a curriculum that
"responds to students" needs and that relates to student's personal lives and experiences.
- The Progressivists accept the impermanence of life and the inevitability of change. For then,
everything else changes. .
-Progressivists teaches employ experimental methods. They believe that one learns by doing.
Paradigm shift: From teacher- centered to
learner-centered Teaching
▪HUMANISM
-A philosophical view that emphasizes the value of human beings, individually and collectively. A perspective that
affirms same notion of human freedom and progress.
-It views humans as solely responsible for the promotion and development of individuals and emphasizes a
concern to humans in relation to the world.

▪CONSTRUCTIVISM
It develops intrinsically motivated and independent learner adequately equipped with learning skills for them to
be able to construct knowledge and make meaning of them.
- The learners are taught how to learn. They are taught learning processes and skills such as: searching, critiquing
and evaluating information, drawing insights, posing questions, researching and constructing new knowledge.
-The teacher provides leamers with data or experiences that allow them to hypothesize, predict, manipulate
objects, research, investigate, imagine and invent.
Paradigm shift: From teacher- centered to
learner-centered Teaching
2. SUPPORTING RESEARCH
It means that there is a need to study this phenomenon in our times. We need as teachers to learn by
theory and practice the reality of this shift.
With the help of these findings, we shall have a conclusion which shall be helpful in living out our calling at
this changing times.

3. RESISTANCE TO CHANGE: MANAGING THE SHIFT


A teacher does not want to accept the reality of change in the field of teaching-learning process, thus
his/her or his/her method of teaching does not anymore become effective.
A teacher must be open enough and equipped to be able to adopt in the reality of fast-phased changing
academic environment.
Dimensions of Learner-centered teaching
1.The Function of Content
In addition to building a knowledge
base, the content facilitates students to:
• Build an appreciation for
value of content
• Build discipline-specific
learning methodologies
• Practice using inquiry or
ways of thinking in the discipline
• Learn to solve real problems
Dimensions of Learner-centered teaching
2. The role of the instructor
The instructor creates an environment that:
• Fosters students learning
• Accommodates different learning styles
• Explicitly aligns objectives, teaching methods and
assessment consistently
• Utilizes multiple teaching techniques appropriate for
student learning goals
• Designs activities in which students interact with the
material, the teacher and each other
• Motives students to learn intrinsically
Dimensions of Learner-centered teaching
3. The responsibility for learning
• Students should assume greater
responsibility for their own learning over time.
• Instructor provides increasing
opportunities for students to assume responsibility for their own
learning, leading to achievement of stated learning objectives.
Dimensions of Learner-centered teaching
4. The purposes and processes of assessment
• Assessment is integrated within the learning process
• Instructors give formative feedback for the purposes
of fostering improvement
• Students have multiple opportunities to assess
themselves and their peers
• Students can learn from their mistakes and then
demonstrate mastery
Dimensions of Learner-centered teaching
5. 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, deadlines
• Allows students some grading options
• Once students begin to gain some control
over the course, they will engage more in the course and will
learn more.
CONNECT WITH ME
Feel free to get in touch!

D r. Ju an Del a Cru z
A ssista nt Prof. 1

[email protected]

Messenger: JDLCruz

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