THE PROFILE OF A LEARNER-CENTERED A.

Attitude Toward Oneself

TEACHER
 Can be achieve through self-knowledge and
7 Traits of Learner-Centered Teachers self-mastery.
 Knowing our limitations and areas needing
Putting the Learner in Learner Centered - improvement can enhance our self-efficacy.
focused on the learner experience from both the
 Taking positive view of our surroundings.
student and teacher perspective.
 We must show confidence and exude
Learner-centered teachers must: happiness.

 Act as Facilitators and Guides - In a learner- B. Attitude Toward Learners

centered model, teachers get to act more as
 Our treatment of learners reflect our attitude
facilitators and guides. Teachers find this shift
toward them.
motivating, empowering and validating of their
professionalism. C. Attitude Toward Subject Matter
 Provide Anytime, Anywhere and On-
Demand Support - High expectations.  Our love for the subject matter can be seen
Teachers also have to make themselves clearly by our learners.
available to students “anytime and anywhere.”  This practice usually leads us to hone our
 Embody Core Values That Support Deeper knowledge and skills in facilitating learning
Learning - It takes staff commitment to core
values to ensure that a positive, learner- D. Attitude toward Peers and Learners’ Parents
centered school culture is built and maintained.  We must know how to collaborate.
 Truly Encourage Students Drive Their Own  Know that to be a team player knowing that
Learning - Learner-centered teachers “hand each individual has specific strengths that can
over” many traditional responsibilities. augment or suffice what may be a limitation to
Requires flexibility. Provides real-world and others.
authentic learner experiences. Independent
 Value support from parents and other
activity to a full club or group for individual
stakeholders
learner.
 Create Real-World and Authentic Learning Domains of Knowledge For Teaching
Experiences
 Leverage Technology to Personalize General Dimensions of Teacher Knowledge
Learning - Leverage technology to boost
 Knowledge for Pedagogy - Includes
access and outcomes. Technology also offers
principles on how learners are managed when
powerful tools for collaboration. Gaining
learning, understanding the instructional
proficiency with technology and various tools
design to be planned considering strategies
also helps students develop unique skills for
believed to work, and assessment principles
college and career.
that must be considered. Also refers to the
 Commit to Professional and Personal specialized knowledge of teachers for creating
Growth - Must commit wholeheartedly to effective teaching and learning environment
being learners themselves. Assume new roles, for students.
new responsibilities, new experiences and new
 Knowledge for Learners and their
approaches. High expectations for your
Characteristics - Teaching requires to know
students and yourself.
how to deal with learner' preferences to learn,
their need and readiness to learn.
 Understanding the Varied Contexts in
Classifications of Teacher's Attitude Education - Knowledge of all settings where
learning takes place. Contextual Knowledge
 Attitude is defined as a settled way of thinking includes knowledge of the area where the
or feeling about someone or something, teacher teaches like the area's aspiration,
typically one that is reflected in a person's expectations and limitations (Grossman, 1990)
behavior (Merriam-Webster, 2019).
 Knowing the Educational Goals and
 In the educational context, a teacher’s attitude Philosophy - Knowledge of all settings where
toward himself, teaching, or the lesson can learning takes place. Contextual Knowledge
greatly influence learners. includes knowledge of the area where the
 teacher teaches like the area's aspiration, articulate a useful technical distinction
expectations and limitations (Grossman, 1990). between "Knowledge" and "Skills".
Provide students with fundamental career
concepts and skills. Help students develop Pedagogical Knowledge
sensitivity to the needs and values of others
 Pedagogical Knowledge refers to the
and respect for individual and group
specialized knowledge of teachers for
differences. Help each student strive for
creating effective teaching and learning
excellence and instill a desire to reach the limit
environments for all student.
of his or her potential. Encourage students to
 Pedagogical knowledge means an
become lifelong learners. Provide an
understanding of learning, human
educational climate and culture free of bias.
development, motivational techniques,
Teacher-Centered Philosophies cultural and individual differences,
instructional strategies, classroom
 Perennialism - teaches concepts and focuses management, and assessment strategies
on knowledge and the meaning of knowledge that have an impact on learner.
 Essentialism - an educational philosophy that  Pedagogical knowledge also includes
focuses on teaching the basic skills, learning learning how to design engaging
the essential 3R's ; reading, arithmetic and classroom environments that permits
writing. William C. Bagley (1874-1946) most maximum student activity and self-
influential advocates of essentialism. Believed regulation.
that education was not supposed to change
society but to preserve it. Knowledge of the Curriculum
 Progressivism - learning by doing,
 Curriculum knowledge includes awareness of
emphasizing that ideas should be tested by
various instructional materials, teaching
experimentation and that learning is rooted in
procedures, and learning objectives. Teachers
question developed by learners
commonly use different kinds of curricular
 Humanism - concerned with enhancing the materials from which to pick suitable tools.
innate goodness of the individual.
 Curriculum Knowledge is considered as
 Reconstructionism - the idea of constant teacher's understanding of the materials
change relevant to their discipline. In other words, it
 Constructivism – developing personal refers to teacher's understanding the topic
meaning through hands-on, activity-based included in the materials like textbooks.
teaching and learning.
Understanding TPACK
Content-Specific Dimensions of Teacher
Knowledge Technological Pedagogical Content Knowledge -
Framework that "attempts to identify the nature of
Content Knowledge knowledge required by teachers for technology
 The term content knowledge refers to the body integration in their teaching, while addressing the
complex, multifaceted and situated nature of
of knowledge and information that teachers
teach and that students are expected to learn in teacher knowledge." Technological Pedagogical
Content Knowledge (TPACK) is to understand
a given subject or content area, such as English
language, arts, mathematics, science, or social how to use technology to teach concepts in a way
that enhances student learning experiences.
studies.
 Content knowledge generally refers to facts,
concepts, theories, and principles that are
taught and learned in specific academic
courses rather that related skills - such as
reading, writing, or researching - that students
also learn in school.
 While the term may be considered unnecessary
jargon by some, the use of "content
knowledge" has grown significantly in recent
decades, in large part because educators now
commonly use the term as a shorthand way to
 Classroom Climate - product of interaction
between and among teacher and students than that
Three primary forms of knowledge of TPACK physical condition of the classroom. Classroom
environment, Social climate, learning environment.
 Content (CK) - Teachers’ knowledge about
the subject matter to be learned or taught. This
is the subject or discipline related knowledge.
This is the knowledge contained within each
core subject area.
 Pedagogy (PK) - Teachers’ deep knowledge
about the processes and practices or methods
of teaching and learning. They encompass,
among other things, overall educational
purposes, values, and aims. A form of
‘metalearning’ that is learning how we learn.
 Technology (TK) - Knowledge about certain
ways of thinking about, and working with
technology, tools and resources. Productive
use of technology for information processing,
communication, and problem solving.
Four kinds of knowledge that intersect the three Positive Classroom Climate
primary forms  Specific Classroom rules and procedures are
 Technological Pedagogical Content clear.
Knowledge (TPACK) –  Students are involved in rule-making.
 Pedagogical Content Knowledge (PCK) -  Reinforce acceptable behavior and provide
“Covers the core business of teaching, negative consequences employed.
learning, curriculum, assessment and reporting,  The teacher is aware of the different needs of
such as the conditions that promote learning the students.
and the links among curriculum, assessment,  The teacher has withitness.
and pedagogy.”  Enhance Student responsibility for their own
 Technological Content Knowledge (TCK) - behavior.
“An understanding of the manner in which  Encourage Active Learning.
technology and content influence and constrain  Respect for Diversity
one another.”  Encourages openness of self rather than
 Technological Pedagogical Knowledge concealment of self
(TPK) - “An understanding of how teaching  Encourages Learners to trust in themselves as
and learning can change when particular well as external sources.
technologies are used in particular ways.”  Makes People feel Respected
 Makes People feel Accepted
Foundational Framework for Online Teaching
 Permits Confrontation
and Learning - Help students become competent
consumers of online environments. Develop new Creating a Learner– Centered Learning
schemas for online learning by understanding the Environment
dynamic TPACK framework. Help teachers
upgrade their teaching strategies and making the  Get to Know Your Students
learning environment more effective and conducive  Promote Reflection
to student learning.  Assessment and Encourage Exploration
The Learner-Centered Environment The Physical Classroom as a Learning Space &
Virtual Classroom as an Alternative Learning
A learner-centered classroom is one in which the Space
teacher takes on the role of facilitator and guides
the student to more independent learning. Explore  Ensuring the utmost comfort of the young
different strategies such as assessment, reflection, learners
and grouping that assist in this type of learning  Offering all the needful right at hand for them
environment.  Minimizing the distractions to their studies
 Increasing engagement and participation Step 2: Identify topic and questions
among students
Step 3: Identify learning objectives & outcomes
 Start class with a greeting
 Post a question Step 4: Plan and design the activity
 Set an agenda
Step 5: Identify sequence of learning events
Facilitative Teaching
Step 6: Evaluate and assess
What is Learner-Centered Teaching
Five characteristics of teaching that make it learner
centered:

 Learner-centered teaching engages students in

the hard, messy work of learning.
 It is teaching that motivates and empowers
students by giving them some control over
learning processes.
 Learner-centered teaching encourages students
to reflect on what they are learning and how Metacognition: Thinking About Thinking - is,
they are learning it. put simply, thinking about one’s thinking. More
 It is teaching that encourages collaboration, precisely, it refers to the processes used to plan,
acknowledging the classroom (be it virtual or monitor, and assess one’s understanding and
real) as a community where everyone shares performance. Metacognition includes a critical
the learning agenda. awareness of a) one’s thinking and learning and b)
 Learner-centered teaching includes explicit oneself as a thinker and learner.
skill instruction. It teaches students how to
think, solve problems, evaluate evidence, Developing a “classroom culture grounded in
analyze arguments, and generate hypotheses. metacognition"

 Giving Students License to Identify

Confusions within the Classroom Culture: ask
students what they find confusing,
acknowledge the difficulties

 Integrating Reflection into Credited Course

Work: integrate short reflection (oral or
written) that ask students what they found
challenging or what questions arose during an
assignment/exam/project

 Metacognitive Modeling by the Instructor for

Students: model the thinking processes
involved in your field and sought in your
course by being explicit about “how you start,
how you decide what to do first and then next,
how you check your work, how you know
when you are done”
Higher Order Thinking Skills (HOTS) in
learning
This is a skill required of a teacher who emphasizes
promotion of learning with thinking.

Strategies that Create Space for Active Learning If we want our learners to be able to think well, we
need to ask the right questions for in the context of
Step 1: Analyzing needs for implementing an learning, the ability to think well is the crux of the
active learning strategy instructional process.
LEVEL 1: literal comprehension Memory recall questions may not really serve your
aim to make learners think on a higher level of
This LITERAL level of comprehension is easy to cognition.
learn because the answer required is simply asking
learners to remember facts or details explicitly
stated in the text.
LEVEL 2: interpretation
This level requires learners to infer or imply from
what is actually stated. The learner is asked to tap 3. LET GO!
into his experience like making sense with prior One mistake that teachers do sometimes is to take
knowledge in relation to the one being learned. full control of the instruction process.
4. SPREAD THE QUESTIONS
This refers to focusing on all students when you
LEVEL 3: evaluation ask questions. Scanning all of them in the room and
having eye contact.
The reader has to look and make judgement at the
given content and how the ideas are presented. 5. ALLOW THINK TIME

LEVEL 4: integration When asking a question, let your learners process

the questions first. Giving them a few seconds to
Applies what is said and what is meant by think may help them.
extending beyond the ideas or concepts. This is
reading beyond the lines as one tries to analyze the GUIDELINES
ideas and apply these to other information.
PLAN GOOD QUESTIONS-Make question that
LEVEL 5: creative are focus-specific rather than having a vague or
general one.
The highest level of comprehension is the Creative
level. This is the ability manifested by creating OPEN-ENDED QUESTIONS ARE GOOD-Ask
something novel from the basic knowledge more open-ended questions and not just one word
acquired. or a phrase correct answer to the question.

Some Instructional Stance that Can Promote GIVE SERIOUS ATTENTION TO

Higher Order Thinking Skills QUESTIONS- Wait time should be observed when
asking a well-planned question. Allow the learners
1. Require learners to create something out from to process their thoughts. Three seconds can be
the ordinary. allotted to lower level question. However when
2. Be supportive of your learners' curiosity and asking a higher order question even when a few
open to their suggestions. hands are raised, give it ten seconds.
3. Be open to contradictions or opposing ideas.
4. Provide ample exposure of new patterns and Six thinking hats
twist to your learners and guide them to look at
old ways from a fresher perspective. The Six Thinking Hats were developed by Edward
5. Constructively be critical about new ideas to de Bono as a way to look at a topic, concept or
test these because usually fine tuning and problem from six different perspectives. These
enhancing are required. imaginary thinking hats represent a different
thinking style and direction of thinking.
A caution of ineffective questioning techniques
1. NOT TOO MUCH, TOO SOON.
You may have the tendency to ask a battery of
questions that may just actually be requiring a
simple answer, of "Yes" or "No".
2. TOTAL RECALL
  The learners breaks the learned information
into its parts determining how the parts relate
to interelate to one another to an overall
structure of purpose through:
 Differentiating
 Organizing
 Attributing
Level 5: Evaluating

 The learner makes decision based on

Bloom's Revised Taxonomy reflection, critism, assessment through
checking and critiquing.
 Bloom's Revised Taxonomy attempts to  In this level, learners are expected to use their
classify learning stages from remembering knowledge and skills to appraise situation,
facts to creating new ideas based on the justify their stand or criticize others opinions.
acquired knowledge. The idea of Bloom's
Revised Taxonomy is that learning is a Level 6: Creating
consecutive process
 This is the most complex stage of learning
 It is proposed by Benjamin S. Blooms an
process and top of the Bloom's Revised
American educational psychologist.
Taxonomy. At this level, learners combine
 Blooms Revised Taxonomy is a classification
known patterns, ideas and facts to create
of thinking organized by level of complexity.
original work or formulate their own solution
There are six levels of cognitive learning according to a problem.
to the revised version of Bloom's Taxonomy. Each  The learners creates new ideas and information
level is conceptually different. The six levels are: using what have previously learned.

 Creating
 Evaluating
Differentiated instruction
 Analyzing
 Applying A set of unique decisions that the educator makes
 Understanding and to bring learning within the grasp of all students.
 Remembering
Ways to Differentiate:
Level 1: Remembering
 Content: What is taught
 The learners is able to recall, restate and  Process: How it is taught
remember learned information.  Product: How learning is assessed
 Question starting from what, where, how and
why whose answer can be retrieved, Strategies for Differentiation
recognized and recall are fall under
Tiered Instruction
remembering.
Provides teachers with a means of assigning
Level 2: Understanding
different tasks within the same lesson or unit.
 Learners might be asked to explain a concept What can be Tiered?
in their own words and own understanding.
 The learning grasp the meaning of the  ASSIGNMENTS
information by interpreting and translating  ACTIVITIES
what has been learned.  HOMEWORK
 CENTERS
Level 3: Applying  EXPERIMENTS
 The learners make use of the acquired  MATERIALS
knowledge facts techniques and rules in a  ASSESSMENTS
different way.  WRITING PROMPTS

Level 4: Analyzing Flexible Grouping

Flexible grouping is an opportunity for students to AUDITORY LEARNING
work with a variety of students, through whole
group or in many different forms of small groups. Auditory learners are those who learn in a better
The key to flexible grouping is in the name… way when there is sound. Rather than reading it
FLEXIBLE. silently, they will learn the concepts better when
they read it aloud. They connect with sound.
Anchor Activities
These types of learners are vocal and often, are not
Anchor activities are ongoing assignments that shy to express themselves. These kinds of learners
students can work on independently throughout a love to listen to lectures & they participate in
unit, a grading period, or longer. discussions and debates to understand the concept
in a better manner.
Exit Cards- (AKA “Tickets Out The Door”) are
used to gather information on student readiness
levels, interests, and/or learning profiles. They can
be used as quick assessments to see if the students TACTILE LEARNING
are “getting it.” These types of learners learn best by engaging in
Response Cards- are another form of quick some sort of physical activity. They are always full
assessment. Each student has a card and indicates of energy and enthusiasm. They need practical
their understanding of a topic by holding up the experiments to learn better.
appropriate response. To help them, you can give them experiments to do
Think-Tac-Toe- boards give students a choice in or tasks that will help them with recreating
how they demonstrate their understanding of a experiments to illustrate concepts in a better way.
given topic. They learn by doing things. It also helps them if
they are physically engaged while doing something
Mind Mapping- is a strategy that helps students like walking, tossing a ball, or something of that
study and professors teach course material. A sort.
mindmap is a diagram that is used to visually
outline information. LINGUISTIC LEARNING

Cubing- an instructional strategy designed to help These learners depend largely on reading and
students think about a topic or idea from many writing. They learn better with written words as
different angles. opposed to auditory learners. They process the
information by reading or writing their notes. They
Graphic Organizers- a teaching and learning tool love writing assignments and looking into the
that is used to organize information and ideas in a dictionary and has a huge focus on the text.
way that is easy to comprehend and internalize.
As a teacher, you can help them by giving them
Learning styles written assignments, notes, and likewise. To further
help these students, you can make them explain
A learning style is the way that different students pictures or diagrams and ask them to write about a
learn. A style of learning refers to an individual’s visual that you had exhibited in the class.
preferred way to absorb, process, comprehend and
retain information. The four key learning styles THE LEARNER-CENTERED APPROACH
are: visual, auditory, tactile and kinesthetic.
Concept of Leaner-Centered Approach
VISUAL LEARNING
According to Dr. Weimer (2002) LCA is an
Visual learning is also called spatial learning. approach to education focusing on the needs of the
Visual learners observe things. They connect well learners rather than others involved in the
with images, pictures, objects, and other visual instructional process, such as teachers and
aids. This helps them to retain things better. administrators like head teachers and deputy head
teachers.
As a teacher, you can use animations,
demonstrations, and likewise to ensure effective According to Muzumara (2011), LCA includes
learning for these types of learners. You can make practical activities such as panel discussions,
use of the board, bring real-life objects to the quizzes, projects, brainstorming activities, role
classroom, and explain so that learning is more plays, debates, textbook study, field trips, and
effective. discovery learning.
Brief History of LCA  Students “discover” the new information and
come up with solutions instead of passively
LCA can be traced back more than 2000 years. waiting for the teacher’s answers.
According to Ozmon and Craver (1999), signs of  Emphasizes on interests
LCA began appearing with the dawning of formal
 Focus is on both students and instructor
education. They can be followed back to the
Sumerians and the development of written The Importance of Learner-Centered Approach
language (around 3500 B.C.).
The Learner centered approach is important as it;
Within five hundred years, the Chinese had also
established formal schools where early teachers  Gives students the opportunity to decide two
emphasized individual character and citizenship. things: what material they learn and how they
learn it.
The Swiss-born philosopher Jean Jacques Rousseau  In contrast to teacher-centered approaches,
(1712-1778) was one of history’s most famous LCA engages students as leaders and decision-
contributors to LCA. makers, improves their problem solving, team
work, and presentation skills that are relevant
Rousseau criticizes conventional education as a to the current labor needs.
failure in directing children’s attention to matters
utterly remote from their minds, providing no Characteristics of Child-Centered Approach
opportunities for children to the reason for  Natural Approach
themselves, and putting children in an environment  Child-Centered
where they can be neither happy nor free  Teacher as a Guide
Rousseau’s ‘Emile’ was published in 1762, which  Numerous Option
became the first comprehensive presentation of  Active role of Learners
LCA. In Emile, Rousseau declared that ‘nature  Emphasize in Experience
provides for the child’s growth in her fashion, and Natural Approach
this should never be thwarted’.
The natural approach is one of the, “language
teaching methods based on observation and
interpretation of how learners acquire both first and
second languages in non-formal settings.”
(Richards & Rodgers 2001: 190)
Stephen Krashen and Tracy Terrell saw the
approach as a “traditional approach to language
teaching [because it is] based on the use of
language in communicative situations without
Difference of Traditional to Learner-Centered recourse to the native language.” (Richards &
Approach Rodgers 2001: 178)
Traditional Instructor-Centered Child-Centered
 Sees learners as ‘blank slates’ and instructors Children take responsibility for making choices
as experts who must impart all the relevant about what they will learn and explore. Teachers
information. listen for cues and watch interests develop to create
 It does not revolve around the learners an appropriate curriculum for each individual.
 Prefers overt control
 Decision making is firmly in the teachers Teacher as a Guide
hands The role of a teacher in an CCA environment is
 Focus is on instructor more of a facilitator, motivator and a guide as
Learner-Centered Approach students are in charge and in control of building up
their own knowledge base, formulating their own
 Empowers the students to take ownership of strategies and implementing them.
what they learn
Other than this, the role of a teacher centers around
 Teacher serves as a guide/facilitator
questioning, disciplining, guiding, monitoring,
clarifying, suggesting and motivating students to almost all the talking while students continue to
learn rightly and duly benefit from it. listen and remain silent. When it comes to
classroom activities, students often engage in
Numerous Options activities on their own. Teacher-student
Students Centered Approach gives several options collaboration is not very common.
(Special activities, exploratory courses, and other Learner-Centered Approach
experiences) to the students. The options are based
on the student’s knowledge Unlike in a teacher-centered classroom, in a
classroom that uses learner centered approach, both
Active Role of Learners educators and students share an equal focus. Most
Students are actively involved in planning and significantly, a higher level of student-teacher
evaluation of the options in general and for interaction is visible in a learner centered approach.
themselves in particular Here, learners do not play the role of excessive
listeners; instead, they learn to collaborate with
Emphasize in Experience each other. Furthermore, this approach highly
encourages teacher-learner communication.
The Child Centered Approach points out that "the
more experience in life a child has, the eager he/she Similarities between Teacher-Centered
will learn." Approach and Learner-Centered Approach

Five Domains of Child Centered Approach Both teacher centered approach and learner
centered approach are two methods teachers use to
Alexander and Murphy gave a summary of the 14 conduct their classroom teaching and learning
principles and distilled them into five areas. process along with the students.
The Knowledge Basedp- one's existing knowledge Therefore, both these approaches include
serves as the foundation of allfuture learning. The educators, learners, and the process of imparting
learner's previous knowledge will influence new knowledge.
learning specifically on how he/she represents new
information, makes associations and filters new Difference between Teacher-Centered Approach
experiences. and Learner-Centered Approach

Strategic Process of Effective control- learners The main difference between the teacher-centered
can develop skills to reflect and regulate their and learner-centered approach is that, within
thoughts and behaviors in order to learn more teacher-centered approach, the focus is on the
effectively. teacher, and such a classroom does not encourage
student expression and communication, while
Motivation and Effect- factors such as intrinsic learner-centered classroom shares its focus equally
motivation, reasons for wanting to learn, personal between the teacher and the learner, further
goals and enjoyment of learning tasks all have a permitting collaboration, communication, and self-
crucial role in the learning process. expression of learners.
Development and Individual differences- Learner-Centered Approaches
Learning is a unique journey for each person
because each learner has his/her own unique INQUIRY-BASED LEARNING
combination of genetic and environmental factors
that influence him/her. It is an instructional methodology that uses a
student's interest and strengths to create a
Situation or Context- Learning happens in the customized learning experience.
context of a society as well as within an individual.
It is a learning process that engages students by
Teacher-Centered Approach VS Learner- making real-world connections through exploration
Centered Approach and high-level questioning. It encourages students
to engage in problem- solving and experiential
Teacher-Centered Approach learning.
The teacher-centered approach takes place inside Types of inquiry-based learning
the classroom and encourages the students to focus
completely on the educator. Therefore, inside a
teacher-centered classroom, the educator does
1. The Structured Inquiry Approach- It is a CBL has a strong history of successful
sequential process that helps students learn how to implementation in medical, law, and business
ask questions and investigate real-world problems. schools, and is increasingly used within
undergraduate education, particularly within pre-
2. The Open-Ended Inquiry Approach- It is a professional majors and sciences.
more free-form approach to inquiry-based learning.
In this type of learning environment, students are
given the freedom to explore their interests and ask
questions about the topic they are studying. PROBLEM-BASED LEARNING

3. The Problem-Based Inquiry Approach- It is a Problem-based learning (PBL) is a student-centered

problem-solving approach to inquiry-based approach in which students learn about a subject by
learning. In this type of approach, students are working in groups to solve an open-ended problem.
given a real-world problem to solve. This problem is what drives the motivation and the
learning.
4. The Guided Inquiry Approach- It is a teacher-
led approach to inquiry-based learning. In this type Problem-based learning is a process of acquiring
of approach, the teacher guides the students and understanding of knowledge, skills in the
through the inquiry process and helps them to ask context of an unfamiliar situation and applying that
questions and find solutions to real-world learning to the situation.
problems. “Problem based learning is the basic human
CASE-BASED INSTRUCTION learning process that allowed primitive man to
survive in his environment”- Barrows and Tamblyn
Is a teaching method that uses facts within a (1980)
narrative to describe a problem scenario or target
issue. Problem based learning is student centered learning
strategy in which students collaboratively solve the
What is case-based instruction problems and this reflects on their experience. In
PBL, The starting point is a problem, a query, or a
Case-based learning is a pedagogy which helps puzzle that the learner wishes to solve. – D.L
learners improve higher thinking ability and Bound, 1985.
achieve deeper understanding of the content.
Problem based learning can be explained as “The
Using a case-based approach it engages students in learning that results from the process of working
discussion of specific scenarios that resemble or toward the understanding and resolution of a
typically are real- world examples. problem.” – Barrows (1980)
This method is learner-centered with intense Vernan & Blake (1993): Defined Problem based
interaction between participants as they build their learning as a teaching learning method that include:
knowledge and work together as a group to
examine the case.  The study of clinical cases
 Small discussion group
Use of case-based learning
 Collaborative independent study
 Facilitates collaborative learning in the  Hypothetical deductive reasoning
classroom.
Goals of problem based learning
 Provides students with hands-on learning
opportunities to connect and apply their  Construct an extensive & flexible knowledge
theoretical understanding. base
 Builds interest and motivates students to  Foster increased retention of knowledge
engage in active learning tasks.  Develop effective problem – solving skills
 Encourages students to learn by exploring and  Develop self-direction, lifelong learning skills
experimenting.  Become effective collaborators
 Develops higher cognitive skills, such as  Strengthen student’s intrinsic motivation to
critical analysis, reasoning, problem-solving, learn
introspection and inquiry-based learning.  Develop an ability to identify relevant health
 Exposes students to different perspectives and problems
thought processes.
 Acquire the knowledge base necessary to
define the health problem of the pts
 Reinforce the development of effective clinical
reasoning process
 Recognize, develop & maintain the personal
characteristics and attitude
Characteristics of problem based learning
In this students work in small groups to increase
knowledge by identifying learning objectives,
engaging in self-directed work & participating in Student’s role
discussion. Students have to assume a high degree of
It provides students with greater access to responsibility for their education through effective
information, support, resources, flexible self-learning working with others and setting
approaches to learning, collaborative learning relevant goals for themselves & the group as a
activities and opportunities for self-development so whole.
that can get results in higher levels of structural Students be able to present demonstrations of their
environment. learning achievements.
Problem based learning principles Group members’ role
The student is the focus of the educational  Active participation
program, the curriculum or the curriculum contents.  Active listening
The development of his/her learning capacities is  Asking questions
emphasized  Answering
 Giving information
The problem presented in the curriculum trigger the  Make decisions
student’s abilities to analyze to understand and to
solve Common difficulties in pbl group

Co-operation with other and the importance of  Unprepared for the tutorial.
communication is emphasized.  Not given enough time by other members.
 The dominating group members.
Much attention is paid to the development of
 The group that keeps storming.
practical skills, the development of analytical &
creative thinking skills Facilitator's role
The development of self-directed learning ability. The tutor plays a crucial role in helping the group
to establish itself, setting norms for the group
COMPONENTS OF PBL
function, ensuring group trust, attending to the
 Non-lecture format & teacher acting as a group dynamics & unique characteristics of the
facilitator group.
 Presentation of real world situation or problem USES OF PBL
from ordinary life
 Group work and group discussion  To acquire subject matter knowledge.
 Student – directed solution of the selected  Motivate learners to learn
problem  Help learners with retention
 Develop student’s thinking skills
 Developing student’s key skills relevant to
Problem employment such as interpersonal
based communication skills.
learning  Fostering professional competencies and
cycle confidence together with professional identity
 Mirroring the inter disciplinary team process
graduates will use in work and research
 Linking theory and practice.
 Encourage learners to integrate knowledge Project-based Learning is a student centered
from different subjects, disciplines and pedagogy that involves a dynamic classroom
sources. approach in which student acquire a deeper
 Having a sense of belonging and friendship knowledge through active exploration of real-world
 Expressing in operational form a philosophy of challenges and problems.
learning that is student-centric and problem
Characteristics
focused
Advantages of problem based learning  Organizes curriculum around a problem or
project
 PBL Method is active and cooperative  Engages students as stakeholders
learning, the ability to think critically and  Creates a learning environment where teachers
clinical reasoning guide inquiry and facilitate deeper level of
 It stimulates the students to use skills of understanding
inquiry and critical thinking, peer teaching and
peer evaluation. Roles
 It increases ability to apply knowledge in Student/s
clinical situations.
 It increases student responsibility for self-  Determine their project, encouraged to take
directed peer learning. full responsibility for their learning.
 It helps in developing flexible knowledge that  Students work together.
can be applied to different contexts.  The students make choices on obtaining,
 This learning method helps in developing displaying, or manipulating information.
lifelong learning skills.
Instructor/s
 It encourages students to work in teams or
groups, there by facilitating group dynamics.  As a facilitator
 Development of effective self-directed  They develop an atmosphere of shared
learning skills and increased student faculty responsibility while having overall control of
interaction is facilitated. learning.
 Increased motivation for learning is the added  Evaluates the finished product and learning
advantage. that it demonstrates.
 Promote collaborative learning.
 Moves learning from a positive activity to an
active activity learning becomes the act of
Six essential components project- based learning
discovery.
 It is very difficult and expensive to use as a 1. The driving Question
teaching technique, when the class size is large
 Students require orientation to perform the role The driving question should make clear the
of a learner in PBL setting. direction and objectives for everyone reading it,
 Evaluation is quite difficult and sometimes including the students that are trying to answer that
may be subjective. question.
 Resource expensive. 2. Innovative final product
 Staff and students may be initially
uncomfortable with PBL because they are used A final product is what students create to
to subject based learning and they do not really demonstrate and share learning with others.
understand how to proceed in PBL.
 Measurement of learning outcomes is difficult. 3. Community expert

PROJECT-BASED LEARNING Students could conduct interviews with experts,

shadow them, intern with them, volunteer alongside
Project-based Learning (PBL) - is a teaching them, or work directly on a project with a
method in which students gain knowledge and community expert.
skills by working for an extended period of time to
investigate and respond to an engaging and 4. Authentic Presentations
complex question, problem, or challenge. One in which the final product and/or experience as
a whole is shared with an authentic, relevant
audience, ideally beyond the boundaries of the PRINCIPLE 4: INFORMATION ANALYSIS
classroom. AND INTERPRETATION.
5. Assessments and Consistent Feedback Discovery learning is process-oriented and not
content-oriented, and is based on the assumption
Offer a variety of feedback opportunities that learning is not a mere set of facts. Learners in
throughout the project-based learning process, fact learn to analyze and interpret the acquired
including self-, peer-, and teacher one-on-one information, rather than memorize the correct
evals. answer.
6. Project Reflection PRINCIPLE 5: FAILURE AND FEEDBACK.
Reflecting on a student-led experience is essential Learning doesn’t only occur when we find the right
because learners look at personal growth rather answers. It also occurs through failure. Discovery
than data or grades. They reflect on challenges, learning does not focus on finding the right end
strengths, implications of what they've discovered result, but the new things we discover in the
in the inquiry process, and more. process. And it’s the instructor’s responsibility to
DISCOVERY LEARNING provide feedback, since without it learning is
incomplete.
Discovery Learning was introduced by Jerome
Bruner, and is a method of Inquiry-Based However, as all models, it has also few
Instruction. This popular theory encourages drawbacks that can be summarized as follows:
learners to build on past experiences and  It needs a solid framework, because the
knowledge, use their intuition, imagination and endless wandering and seeking for answers
creativity, and search for new information to might be confusing.
discover facts, correlations and new truths.  It shouldn’t be used as a main instruction
method, because it has limitations in practice
and might produce inadequate education.
The 5 principles of discovery learning model  Instructors need to be well prepared and
anticipate the questions they may receive, and
PRINCIPLE 1: PROBLEM SOLVING. be able to provide the right answers or
Instructors should guide and motivate learners to guidelines.
seek for solutions by combining existing and newly COOPERATIVE-COLLABORATIVE
acquired information and simplifying knowledge. LEARNING
This way, learners are the driving force behind
learning, take an active role and establish broader Is a type of learning wherein two or more than two
applications for skills through activities that persons come together for learning purposes.
encourage risks, problem-solving and probing. Students make personal progress while
collaborating to achieve a common objective.
PRINCIPLE 2: LEARNER MANAGEMENT.
Learning structures
Instructors should allow participants to work either
alone or with others, and learn at their own pace.  Students organize their efforts between
This flexibility makes learning the exact opposite themselves (group-structured)
of a static sequencing of lessons and activities,  Students source material to help them
relieves learners from unnecessary stress, and complete the activity
makes them feel they own learning.  The activity is not monitored by the teacher
PRINCIPLE 3: INTEGRATING AND
CONNECTING.
Instructors should teach learners how to combine
prior knowledge with new, and encourage them to
connect to the real world. Familiar scenarios
become the basis of new information, encouraging
learners to extend what they know and invent
something new.
 Students assess their own individual and group
performance
 Success depends on individual strengths
What is cooperative learning?
Is a type of collaborative learning which generally
requires interdependence. This method of
collaboration brings with it a strong sense of
accountability.
Cooperative learning theory for education comes
partly from the work of Karl Smith and David and
Roger Johnson.
According to the authors of Collaborative Learning
Techniques, cooperative learning was meant to TECHNOLOGY-BASED DELIVERY
provide an alternative to “the overemphasis on METHOD
competition in traditional education.” What is E- learning platforms?
 An integrated set of interactive online
Learning structures services that provide learners, trainers and
other involved in education with
 Activities are structured with each student information, tools, and resources support
assigned a specific role (teacher-structured) and enhance education delivery and
 Teachers supply information for students to management.
read and analyze (or let the students know
where this info can be found)
 Students submit work at the end of lesson for LEARNING MANAGEMENT SYSTEM
evaluation/assessment
 The success of the group depends upon the An online education platform providing
efforts of everyone involved. multitudinous features to support educational
activities such as classroom instruction, virtual and
Types of cooperative learning distance education, and data collection
 Formal Cooperative Learning- It involves  Google classroom
the assignment of tasks and projects to a team  Pulse
by a teacher. It can range from a few hours to
several weeks.
 Informal Cooperative Learning- This type of
learning involves quickly forming teams for
short periods to complete a small task at hand. FLIPPED CLASSROM
 Group-Based Learning- It is the most
common type of cooperative learning An approach to teaching in which materials are
implemented in organizations. It involves introduced outside of the class and in class time is
long-term groups that can last up to a year or re-purposed for inquiry, application and
more with members giving each other support, assessments to better meet the needs of individual
encouragement, and assistance. learning.

Hybrid/Hyflex Learning
 Flip
Hybrid learning- refers to learning that integrates
complementary face-to-face and online learning
experiences in service of intended learning

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Hyflex learning

 Students can choose how they'll

participate in the course on a session- by
session basis, engaging with the course

clas
material via whatever formats works best
for them at any given time.

ONLINE/DISTANCE LEARNING

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An educational process where students receive
instruction through online classes, video
recordings, video conferencing, or any other
audio/visual technology medium. It enables people
to receive education without having to be
physically present in a classroom.

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