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Facilitating and Learning Chapter 1

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15 views19 pages

Facilitating and Learning Chapter 1

Uploaded by

Jackylyn Pambid
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Learner-Centered

Teaching
Environment
" I never teach my pupils; I only
attempt to provide the conditions in
which they can learn."
- Albert Einstein
What is Learner-centered
Teaching?
It is an approach that
emphasizes a variety of different
types of methods that shifts the
role of the instructors from
givers of information to
facilitating student learning.
Pillars of the Student-Centered
Teaching
- The textbook is not the sole source
for information.
- Learner-centered environments will
require technology.
- Include peer learning and peer
teaching as part of the instructional
method.
How Can Teachers Create a
Learner-Centered Environment?
1. Know students as individuals, understand
their strengths, learning styles, and be
able to differentiate the ways they learn.
2. Create this learner-centered environment,
one builds a learning community and
manages behaviours of the class.
WHAT IF………???
If the teacher fails to do so......
watch the chaos unfold !!!
Roles of the teacher in the
student- centered classes
a) Teacher as facilitator of learning
b) User of data and assessments
c) Collaborator, contributor, and coach
with peers
d) Curriculum adapter and designer
The main difference between
“ traditional ” and “student-centered”
teaching
Traditionally teachers focused on what
they did, and not on what the students
are learning.
This emphasis on what teachers do
often leads to students who are passive
learners and who did not take
responsibility for their own learning.
Roles of the learners in
Learner-Centered Teaching
1. Are active participants in their own learning.
2. Make decisions about what and how they will
learn.
3. Construct new knowledge and skills by
building on current knowledge and skills.
4. Understand expectations and are encouraged
to use self-assessment measures.
Roles of the learners in
Learner-Centered Teaching
5. Monitor their own learning to develop
strategies for learning.
6. Work in collaboration with other learners.
7. Produce work that demonstrates authentic
learning.
Roles of the teachers in
student-centered Teaching:
1. Recognize and accommodate different
learning modalities.
2.Provide structure without being overly
directive.
3.Listen to and respect each learner’s point of
view.
Roles of the teachers in
student-centered Teaching:
4. Encourage and facilitate learners’ shared
decision-making.
5. Help learners work through difficulties
by asking open-ended questions to help
them arrive at conclusions or solutions
that are satisfactory to them.
Learning in student-centered
teaching is described as :
-An active search for meaning by the
learner
-Constructing knowledge rather than
passively receiving it - shaping as well as
being shaped by experiences.
In student-centered teaching
instructional strategies and
methods are used to :
1. Manage time in flexible ways to match
learners' needs.
2. Include learning activities that are
personally relevant to learners.
3. Give learners increasing responsibility
for the learning process.
In student-centered teaching
instructional strategies and
methods are used to :
4. Provide questions and tasks that stimulate
learners’ thinking beyond rote memorization.
5. Help learners refine their understanding by
using critical thinking skills.
6. Support learners in developing and using
effective learning strategies for each task.
Creating a Student-Centered
Classroom
First, teachers can help learners set goals for
themselves and can offer self-directed activities
through which learners can build both their self-
confidence and their learning skills.
Second, teachers can encourage learners to
discover how they learn best and apply different
strategies suitable for each learner.
Student- centered teaching
affects relationships,
curriculum, instruction,
learner grouping, and
evaluation in the following
ways:
a) Relationships between the teachers and
learners are more collaborative.
b) Curriculum is more thematic, experiential,
and inclusive of multiple perspectives.
C) Instruction allows for a broad range of
learning preferences, builds from learners’
strengths, interests, and experiences, and is
participatory.
d) Grouping is not tracked by
perceptions of ability but rather promotes
cooperation, a shared responsibility, and
a sense of belonging.

e) Evaluation considers multiple


intelligences, authentic assessments and
fosters self-reflection.

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