Unit-1-LEARNER-CENTERED-TEACHING-FOUNDATIONS-CHARACTERISTICS-summarized.pdf
- 2. OBJECTIVES In this unit, you are expected to: ✓ Determine the characteristics and fundamentals of learner-centered teaching ✓ Relate to the importance of the five key dimensions of learner-centered teaching ✓ Generate new classroom activities responsive to learner-centered paradigm shift.
- 3. • Let us well-up what you already know. On a 1/8 sheet of paper, write what you think, or believe learner- centered teaching is and is not. Pair up with a partner. Take turns sharing your thoughts and listening to each other. Then, share this with the whole class.
- 4. Lesson 1 Learner-Centered Teaching: DEFINITION and CHARACTERISTICS
- 5. LESSON OBJECTIVES At the end of this lesson, you are expected to: ✓ Explain the nature and characteristics of learner- centered teaching; ✓ Demonstrate understanding of the concepts and principles of learner-centered teaching based on educational philosophies and research and their application in actual teaching and learning.
- 8. ✓What is learner-centered learning? ✓What teaching-learning processes create a learner-centered learning environment? ✓What is the role of the teacher in this environment? ✓What learning activities inside and outside the classroom promote learner-centered learning? These are some of the questions that this unit lesson seeks to address.
- 9. • Learner-centered learning refers to a wide variety of educational approaches, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students and groups of students. What is Learner-Centered Learning?
- 10. What is learner-centered learning? Grounded on the constructivist learning theory that emphasizes the learners’ critical role in constructing new meaning from new information and prior experience, the following are the different definitions of learner centered from multiple perspectives of educators and scholars. Learner-centered learning has been defined most simply as an approach to learning in which learners choose not only what to study but also how and why that topic might be of interest. In other words, the learning environment has learner responsibility and activity at its heart. The learning environment supports positive interactions among learners and provides a supportive space in which the leaner feels appreciated, acknowledged, respected, and validated. Learner-centered teaching puts students' interests first, acknowledging student voice as central to the learning experience.
- 11. What is learner-centered learning? Grounded on the constructivist learning theory that emphasizes the learners’ critical role in constructing new meaning from new information and prior experience, the following are the different definitions of learner centered from multiple perspectives of educators and scholars. Learner-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Learner- centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students. Learner-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. Learner-centered learning is characterized by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning and foster transferable skills such as problem-solving, critical thinking, and reflective thinking.
- 12. What is learner-centered teaching?
- 15. Do you remember the best class you ever had? The class in which you were most confident? In which you learned the best? How do you characterize the learning atmosphere in such class and what were the implications of these to you as a learner?
- 16. Who does what in your class? • Who chooses the topic? • Who chooses the activities? • Who prepares the material for the activities? • Who do the students speak to mostly? • Who chooses group members? • Who gives the instructions and explanations?
- 17. Who does what in your class? • Who asks questions, responds, and gives feedback? • Who writes on the board? • Who uses equipment? • Who answers questions asked by the students?
- 18. Characteristics of Learner- Centered Teaching According to Maryellen Weimer (2012), there are five characteristics of learner-centered teaching: Learner-centered teaching engages students in the hard, messy work of learning. Learner-centered teaching includes explicit skill instruction. Learner-centered teaching encourages students to reflect on what they are learning and how they are learning it.
- 19. Characteristics of Learner- Centered Teaching According to Weimer (2012), there are five characteristics of learner-centered teaching: Learner-centered teaching motivates students by giving them some control over learning processes. Learner-centered teaching encourages collaboration.
- 27. APPLICATION TASK 1 Let us find out how you could apply the concepts and principles you learned from this lesson. Perform the following activities. • Teacher Jack is a language teacher and is teaching argumentation and debate and is set to deliver his course outline in logical fallacies via lecture method. What learner-centered activities could you recommend Teacher Jack to do and Explain Why.
- 28. Lesson 2 Paradigm Shift: From Teacher- Centered to Learner-Centered Teaching
- 29. LESSON OBJECTIVES At the end of this lesson, you are expected to: ✓Differentiate learner-centered to teacher- centered teaching ✓discuss the need to shift from teacher-centered teaching to learner-centered teaching based on philosophical foundations, teaching principles and current research; and ✓Identify learning scenarios reflective of the underscored philosophies.
- 30. Reflection Task: Let’s Debate
- 31. Two Basic Approaches to Teaching Teacher centered approaches are more traditional in nature, focusing on the teacher as instructor. They are sometimes referred to as direct instruction, deductive teaching or expository teaching, and are typified by the lecture type presentation. In these methods of teaching, the teacher controls what is to be taught and how students are presented with the information that they are to lean. Student centered approaches (sometimes referred to as discovery learning, inductive learning, or inquiry learning) place a much stronger emphasis on the learner’s role in the learning process.
- 32. Two Basic Approaches to Teaching
- 33. Two Basic Approaches to Teaching
- 34. Two Basic Approaches to Teaching
- 35. Two Basic Approaches to Teaching
- 36. • There are teachers we love because of their methods, techniques and strategies we love and find unique in them that personally inspire and kindle with us sparks of motivation and inspiration. • You should know that how one treats a subject or a lesson depends on his beliefs of teaching and learning which all springs from his or her personal philosophy of education. Teacher and Learner-Centered Philosophies of Education
- 37. • Philosophy means “love of wisdom”. It is made of two Greek words, philo, meaning love, and Sophos, meaning wisdom. Philosophy helps teachers to reflect on key issues and concepts in education, usually through such questions as: What is being educated? What is the good life? What is Knowledge? What is the nature of learning? And what is teaching? Teacher and Learner-Centered Philosophies of Education
- 38. • Philosophy means “love of wisdom”. It is made of two Greek words, philo, meaning love, and Sophos, meaning wisdom. Philosophy helps teachers to reflect on key issues and concepts in education, usually through such questions as: What is being educated? What is the good life? What is Knowledge? What is the nature of learning? And what is teaching? Teacher-Centered Philosophies of Education
- 39. • Teacher-centered philosophies are those that transfer knowledge from one generation of teachers to the next. • In teacher-centered philosophies, the teacher’s role is to impart a respect for authority, determination, a strong work ethic, compassion for others, and sensibility. • Teachers and schools succeed when students prove, typically through taking tests, that they have mastered the objectives they learned. Teacher-Centered Philosophies of Education
- 60. Let’s Reflect!!!
- 61. Lesson 3 Dimensions of Learner-Centered Teaching
- 62. LESSON OBJECTIVES At the end of this lesson, you are expected to: ✓Understand the focus of teacher-centered and learner-centered in the different domains of a learning environment. ✓Assess compliance of teacher-made activities to learner-centeredness ✓Give highlights of learning on the five dimensions of learner-centered teaching.
- 63. Dimensions of LCT • Learner-centered instruction focuses on what students are learning, how they are learning, and how they use the acquired learning. • Blumberg (2009) thoroughly discusses five dimensions, or areas, of learner-centered teaching, which are:
- 64. 1. Content and Its Functions Dimensions of LCT
- 65. 1. Content and Its Functions Dimensions of LCT ✓ In a learner-centered environment, learners are aware of the reasons for learning the content, develop ways to learn about the content that are appropriate for the discipline, and practice solving real world problems based upon the content. ✓ In the classroom scenario, content knowledge are characterized into two- surface and deep learning.
- 66. 1. Content and Its Functions Dimensions of LCT ✓ When students concentrated on memorizing the facts, focused on the discrete elements of the reading, failed to differentiate between evidence and information, were unreflective, and saw the task as an external imposition, this approach is surface learning. ✓ When students focused on what the author meant, related new information to what they already knew and had experienced, worked to organize and structure the content, and saw the reading as an important source of learning, this is characterized as deep learning.
- 67. 2. Role of the Teacher Dimensions of LCT In an instructor-centered approach, instructors often focus on delivering content through lectures and demonstration. In a learner-centered approach, the instructor assists the students with accessing and working with content. There is a shift from instructors allocating time for lecture preparation to time planning ways to help learners achieve learning goals and outcomes for the course. The Learner-centered classroom involves changes in the roles and responsibilities of learners and instructors, in the delivery of instructional strategies, and in learning itself
- 68. 2. Role of the Teacher Dimensions of LCT Teachers no longer function as exclusive content expert or authoritarian classroom managers and no long work to improve teaching by developing sophisticated presentation skills.
- 69. 3. Responsibility for Learning Dimensions of LCT Learning is an active search for meaning by the learner. It is constructing knowledge rather than passively receiving it - shaping as well as being shaped by experiences.
- 70. 4. Purpose & Process of Assessment Dimensions of LCT In a learner-centered course, along with summative assessments, one might also see multiple projects with self-assessment and reflection, self- tests, clickers for feedback about student understanding of concepts, etc.
- 71. 5. Balancing of Power Dimensions of LCT Learner-centered teaching does not remove the power or authority of the teacher. Rather, learners share some of the power in the classroom. Learners have the option to explore content outside the boundaries of what instructors have provided.
- 72. • Explain the highlights on the roles and responsibilities of teachers and learners based on the five dimensions of learner-centered teaching APPLICATION TASK 2
- 74. References • CSU FLCT Module