LEARNER-CENTERED

TEACHING:
FOUNDATION AND
CHARACTERISTICS
Lesson 1
LEARNER-
CENTERED
TEACHING
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What is Lerner-centered
teaching?
Lerner-centered teaching-

is inverting the traditional teacher-centered

understanding of the learning process and
putting students at the center of the learning
process.
What is the characteristics
of a FLCT?
What is the charcteristics of FLCT?

• Using student' s prior knowledge

• Motivates students by giving them some
control over learning processes
• Engage students in the process of learning ( Active
Learning)
• Includes explicit skill instructions ( Authentic
learning)
• Reflect on what they are learning and how they
are learning
Cont.....What is the charcteristics FLCT?

• Teaching and Learning is personalized Encourages

collaboration
• Students have the flexibility to learn
• Students can work on variousactivities to
their own needs and interests
• Learning centered adaptable instructional tool
 What ‘s the difference between Teacher-centered from
learner-centered teaching? from George Watson, 2002
Teacher-Centered Student-Centered
Knowledge is transmitted from teacher to Students construct knowledge
students
Students passively receive information Students are actively involved
Emphasis is on acquisition of knowledge Using knowledge effectively in real life
outside the context contexts
Instructor: Primary source of information Instructor: Coach and facilitate
Emphasis is on right answers Generating better questions and learning from
errors
Focus on single discipline Approach is compatible with interdisciplinary
investigation
Students are viewed as learners Instructors and students learn together
 ELEMENTS TEACHER-CENTERED STUDENT-CENTERED
KNOWLEDGE Transmitted from instruction Constructed by students

STUDENT PARTICIPATION Passive Active

ROLE OF LECTURER Leader/Authority Facilitator/ Partner in learning

ROLE OF ASSESSMENT Few tests – for Grading Many tests for ongoing
feedback

EMPHASIS Learning correct answers Developing deeper

understanding

ASSESSMENT METHOD One-Dimensional Testing Multidimensional Testing

ACADEMIC CULTURE Competitive, Individualistic Collaborative, Supportive

Weimer (2013) describes 5 key Changes
to practice FLCT
Balanace of power Role of the instructor

challenge the traditional serves as a facilitator

power structure and rather than being an Evaluation of purposes
the role of authority in authoritarian and processes
the classroom classroom manager
assessments are tools to
Function of content Responsibility of the promote learning
learning and not tools to
allows learners to actively gene grades.
explore and reflect on promote independent,
their learning active and autonomous
learning. classroom
manager
 WHY LEARNER-CENTERED TEACHING
§ Produce good critical thinkers, problem solvers
and creative thinkers.
§ Explosion of Information: need to make sense
of it, not memorize it.
§ Improves student engagement and ownership
of learning.
§ Research shows that it increased deep learning,
long term retention, confidence in knowledge
or skills.
Examples of Learner-centered
strategies:
● Using open-ended questioning
techniques
● Encouraging student
collaboration and group projects
● Encouraging student reflection
● Creating self-paced assignments
● Allowing student choice and
autonomy
 Advantages of the FLCT
ü Improves Engagement
ü Develops Problem Solving Skills
ü Helps Students Transfer Skills to the Real World
ü Encourages Cooperation and Teamwork
ü Develops Social Skills
ü Promotes a Natural Motivation to Learn
ü Encourages an Alternative Method of Learning
ü Caters to a Student’s Individual Learning Goals
 MULTIPLE TEACHING METHODS USED IN
LEARNER-CENTERED
Learner- Centered teaching does not employ a single teaching method.
It emphasizes a variety of methods that shift the role of the teachers from
givers of information to facilitators of student learning.
INDUCTIVE TEACHING
ACTIVE LEARNING AND LEARNINGE

Students solve problems, Students are first

answer questions, presented with challenges
formulate questions of their and learn the course in
own, discuss, the context of addressing
explain, the challenges
debate, or * inquiry-based,
brainstorm during class. * case base instruction,
* problem-based ,
* peoject based
* discovery
 Cooperative Learning
COOPERATIVE LEARNING

Students work in teams on

problems and projects and
projects under conditions
that assure both positive
interdependence and
individual accountability
INDUCTIVE TEACHING AND LEARNINGE

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Metacognition
The term “ ” was coined
by John Flavell.

According to Flavell (1979, 1987),

metacognition consists of both
metacognitive knowledge and
metacognitive experiences or regulation.
● Metacognition also involves knowing yourself
as a learner; that is, knowing your strengths
and weaknesses as a learner.

● Metacognitive processes can be applied to

learning and thinking in all disciplines and
contexts. It is an essential skill for life-long
learning, and therefore, metacognitive skills
need to be taught and discussed with
students.
 Metacognition is often
considered to have two dimensions:
metacognitive knowledge and
metacognitive regulation.
Metacognitive Knowledge
● Metacognitive knowledge refers to what learners
know about learning. This includes:

● the learner’s knowledge of their own cognitive

abilities.

● the learner’s knowledge of particular tasks.

● the learner’s knowledge of different strategies that

are available to them and when they are appropriate
to the task
 Metacognitive Regulation
● Metacognitive regulation refers to what learners do about
learning. It describes how learners monitor and control their
cognitive processes.

● METACOGNITIVE PHASES: (Planning, Monitoring, Evaluation

and Reflection.

● lear During the planning phase, learners think about the learning
goal the teacher has set and consider how they will ap proach
the task and which strategies they will use.

● During the monitoring phase, learners implement their plan

and monitor the progress they are making towards their
learning goal.
 Metacognitive Regulation
● During the evaluation phase, students determine how successful
the strategy they used was in helping them to achieve their
learning goal.

● Reflection is a fundamental part of the plan-monitor- evaluate

process. Encouraging learners to self- question throughout the
process will support this reflection.
 Four levels of Metacognitive Learners
● Tacit learners are unaware of their metacognitive knowledge. They do
not think about any particular strategies for learning and merely accept
if they know something or not.

● Aware learners know about some of the kinds of thinking that they do
such as generating ideas, finding evidence etc. However, thinking is not
necessarily deliberate or planned.

● Strategic learners organise their thinking by using problem-solving,

grouping and classifying, evidence- seeking and decision-making etc.
They know and apply the strategies that help them learn.

● Reflective learners are not only strategic about their thinking but
they also reflect upon their learning while it is happening, considering
the success or not of any strategies they are using and then revising
them as appropriate.
 ● Pre-Assessments

Encourage students to examine

their current thinking. Ask students to
answer questions, such as, what do I already
know about this skill/topic that would help
guide learning?

● The "Why" and "How" Questions

Reveal student thinking processes and areas
of difficulty. Examples:
● Retrospective Post-Assessments
Discuss with your partner how you would
Reveal student thinking processes and approach this problem. Have you ever seen
areas of difficulty. Examples: this principle at work in practice? Describe
● Help students to recognize conceptual what happened.
change. Students respond to
questions such as, How is my thinking Give some specific contexts where you think
changing (or not changing) over time? this principle/process would be the preferred
approach. Why?
Syllabus Quiz

Students read syllabus

and answer questions about the
course goals, study expectations,
etc.

● The Muddiest Point

Muddiest point is a
classroom assessment technique
(C.A.T.) that gives students ● Analysis of Performance on First Exam
opportunities to point out what Encourage students to reflect on their
they are most confused about and performance, and see the connection
clearly explain what is muddy between exam performance and study
practices. Questions to ask:
Check comprehension and
identify confusion, What was most How many hours did you study? How
confusing about the material? did you prepare for this exam? Why did
you lose points?
Three critical steps to teaching
metacognition
● Teaching students that their
ability to learn is mutable.
● Teaching planning and
goal_x0002_setting
● Giving students opportunities
to practice monitoring their learning
and adapting as necessary
Benefits of Metacognition in
Learning
● Higher Achievement Levels for
the students
● Increased ability to learn
independently
● Improved resilience
● Transferable knowledge
● Cost-effectiveness
● Emotional and Social Growth