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Topic 1: Learner-Centered Teaching Vs Teacher-Centered Instruction

The document contrasts learner-centered teaching, where students actively engage in their learning with the teacher as a facilitator, against teacher-centered instruction, where students passively receive information. It outlines learner-centered psychological principles that emphasize cognitive, motivational, developmental, and individual differences factors in learning. Additionally, it discusses metacognition, its components, and the importance of teaching metacognitive skills to enhance students' learning independence and performance.

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Aubrey Atenta
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11 views7 pages

Topic 1: Learner-Centered Teaching Vs Teacher-Centered Instruction

The document contrasts learner-centered teaching, where students actively engage in their learning with the teacher as a facilitator, against teacher-centered instruction, where students passively receive information. It outlines learner-centered psychological principles that emphasize cognitive, motivational, developmental, and individual differences factors in learning. Additionally, it discusses metacognition, its components, and the importance of teaching metacognitive skills to enhance students' learning independence and performance.

Uploaded by

Aubrey Atenta
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 DOCX, PDF, TXT or read online on Scribd
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TOPIC 1: LEARNER-CENTERED TEACHING

VS TEACHER-CENTERED INSTRUCTION
Differentiate learner-centered teaching from teacher-centered
instruction.

GRACELYN
LEARNER-CENTERED VS TEACHER-CENTERED INSTRUCTION

LEARNER-CENTERED TEACHING

Student-centered learning or active learning is a method of instruction in


which the student is in the center of focus and the teacher has the least
impression in language instruction.

TEACHER-CENTERED INSTRUCTION

Teacher-centered instruction, students are viewed as learners, who passively


receive information and teacher’s role is information provider or evaluator to
monitor learners to get the right answer.

Roles of the teacher in a learner-centered classroom

Role Of The Teacher In A Student-centered Classroom

A student-centered classroom is a classroom where students are the most


important people. The teacher plays the role of encourager, facilitator, and
advocate for the students.

 *Be a resource for students, answering questions and providing


support.
 *Encourage student participation in class discussion and activities.
 *Provide resources that support student achievement and
development.
 *Encourage students to be actively involved in their own learning, and
help them take ownership of their education.
 *Provide instruction that is relevant to the students’ interests and
needs.
 *Help students develop critical thinking skills, so they can explore
topics on their own and form their own opinions.

 *Help students develop teamwork skills, so they can work together to


achieve common goals.
 *Provide feedback in the student-centered classroom.
 *Promote a sense of community
 *Promote a positive learning environment
 *Communicates the learning goals
 *The teacher acts as a facilitator
 *Provides opportunities for choice and autonomy
 *Encourage students to resolve their own conflicts

TOPIC 2: LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES
Explain the learner-centered psychological principles

NICK

THE LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

 COGNITIVE AND METACOGNITIVE FACTORS


 MOTIVATIONAL ANDAFFECTIVE FACTORS
 DEVELOPMENTAL AND SOCIAL FACTORS
 INDIVIDUAL DIFFERENCES FACTORS

COGNITIVE AND METACOGNITIVE FACTORS

Principle 1: Nature of the learning process.

The learning of complex subject matter is most effective when it is an


intentional process of constructing meaning from information and
experience.
Principle 2: Goals of the learning process.

The successful learner, over time and with support and instructional
guidance, can create meaningful, coherent representations of knowledge.

Principle 3: Construction of knowledge.

The successful learner can link new information with existing knowledge in
meaningful ways

Principle 4: Strategic thinking.

The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.

Principle 5: Thinking about thinking.

Higher order strategies for selecting and monitoring mental operations


facilitate creativeand critical thinking

Principle 6: Context of learning.

Learning is influenced by environmental factors, including culture,


technology, and instructional practices.

MOTIVATIONAL ANDAFFECTIVE FACTORS

Principle 7: Motivational and emotional influences on learning.

What and how much is learned is influenced by the learner’s motivation.


Motivation to learn, in turn, is influenced by the individual’s emotional states,
beliefs, interests and goals, and habits of thinking.

Principle 8: Intrinsic motivation to learn.

The learner’s creativity, higher order thinking, and natural curiosity all
contribute to motivation to learn.

Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty,


relevant to personal interests, and providing for personal choice and control.

Principle 9: Effects of motivation on effort.


Acquisition of complex knowledge and skills requires extended learner effort
and guided practice. Without learners’ motivation to learn, the willingness to
exert this effortis unlikely without coercion.

DEVELOPMENTAL AND SOCIAL FACTORS

Principle 10: Developmental influence on learning.

As individuals develop, they encounter different opportunities and


experience different constraints for learning. Learning is most effective when
differential development within and across physical, intellectual,emotional,
and social domains is taken into account.

Principle 11: Social influences on learning Learning.

Is influenced by social interactions, interpersonal relations, and


communication withothers.

INDIVIDUAL DIFFERENCES FACTORS

Principle 12: Individual differences in learning.

Learners have different strategies, approaches, and capabilities for learning


that are a function of prior experience and heredity.

Principle 13: Learning and diversity.

Learning is most effective when differences in learners’ linguistic, cultural,


and social backgrounds are taken into account.

Principle 14: Standards and assessment.

Setting appropriately high and challenging standards and assessing the


learner and learning progress-including diagnostic, process, and outcome
assessment-are integral parts of the learning process.

Cites classroom practices that are implied by the learner-centered


psychological principles

GRACELYN
Cognitive and Metacognitive Factors
 Help Students Plan and Monitor Learning
 Encourage Thinking and Problem-Solving.

Motivational and Affective Factors

 Create a Supportive Classroom


 Connect Lessons to Students’ Interests.

Developmental and Social Factors

 Promote Teamwork
 Use Age-Appropriate Practices

Individual Differences Factors

 Differentiate Instruction
 Culturally Responsive Teaching

TOPIC 3: METACOGNITION AND


METACOGNITIVE KNOWLEDGE

Explain the meaning of metacognition.

ALEX
METACOGNITION

Metacognition is the process by which learners use knowledge of the task at


hand, knowledge of learning strategies, and knowledge of themselves to plan
their learning, monitor their progress towards a learning goal, and then
evaluate the outcome.

Identify the components of metacognition

DANIELA

Components of Metacognition

Declarative Knowledge (Personal Knowledge)

 Knowledge about oneself, abilities, and factors affecting performance.

Procedural Knowledge (Task Knowledge)

 Knowledge of how to execute skills, competencies, and tasks.

Conditional Knowledge (Strategy Knowledge)

 Knowledge of when and why to apply cognitive strategies, adapting


them to new contexts.

Explain why it is important to teach students metacognitive skills.

ALEX
METACOGNITIVE SKILLS

 Metacognitive skills are the abilities that help students think about
their own thinking and learning processes.
 Metacognitive skills enable students to become more aware of how
they learn and how they can improve their learning strategies.

Why is it Important to Teach Students Metacognitive Skills?

 Teaching metacognitive skills is important, it helps students learn


better and become more independent. These skills enable students to
plan, monitor, and evaluate their own learning, leading to improved
academic performance, better problem-solving abilities, and increased
motivation.

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