BASIC OF LEARNER

CENTERED APPROACH
PRESENTED BY
. ANCHU.R.S
INTRODUCTION

A learner-centered approach is an educational approach that focuses on

the needs, interests, and abilities of the learner. It shifts the focus from
the teacher as the sole authority to a more collaborative and interactive
learning environment.
CONCEPT AND MEANING OF LEARNER
CENTERED CURRICULUM
• The learner centered curriculum puts emphasis on the maximum growth of the pupils.
• The concerns of the children are the basis for organising the children’s school
programme.
• Student centered curriculum refers to the arrangement of a set of learning experiences ,
both direct and indirect that allows students to participate fully.
• Field trip, laboratory experiments, completing assigned project etc. are capable of
providing direct learning experiences to students.
• In KELLY’S view (1977) , a child centered education should take into account
1. the needs of the learner.
2. Growth of the learner
3. . Interest of the learner
• JOHN DEWEY, the American educationist advocated child centered education
characterised by
1. Providing meaningful learning experiences by allowing children to interacting with
the environment
2. Educating children according to their stages of growth and development
3. Teaching to suit the interests and abilities of children
4. Providing adequate opportunities for children to socialize, inquire and experiment,
construct and innovate.
IMPORTANT FEATURES OF LEARNER CENTERED
CURRICULUM
1. Structure : student centered curriculum cares more for the individual learners and
development of their potential. Learning experiences are planned to promote personality
development.
2. Objectives: in student centered curriculum objectives are not planned in advance. They are
formulated on the basis of the needs of students, their interest and developmental stage.
3. Content: content are selected based on students needs, ability to learn, age, aptitude and
previous experiences. Lessons are written using words familiar to the students. Rote
learning is not encouraged.
4. Teaching and learning : time allotted teaching gets reduced, as more time is allowed for
self learning. There is active interaction between the teacher and student which creates a
good learning environment.
5. Grouping of learners: students are organised into several learning groups based on their
achievement in the subject and interests exhibited. Students learn through group activities.
6. Time schedule and space: time table is flexible and is unlike that followed in subject
centred curriculum. Time is allotted depending upon the nature and difficulty level of the
lesson.
7. Role of teacher: in student centered curriculum, teacher is mainly a facilitator. The
social distance between the teacher and students will decrease. Teacher will not hesitate to
accept students ideas.
8. Evaluation: students are assessed for how they learn and not merely by what they
have learnt and this approach encourages students to improve their learning
techniques.
IMPORTANCE OF LEARNER CENTERED
EVALUATION AND ASSESSMENT
• As the learner centered curriculum focuses more on the individual learners, their needs and
interests and development of their potentials, leaning experience provided are both direct and
indirect.
• Classroom discussion, field trip, laboratory experiments, completing assigned project, preparing
written assignment, collaborative learning etc. provide direct learning experiences to students.
• Both Formative and summative assessments are necessary to evaluate students performance.
• Self evaluation and peer evaluation are highly important in the learner centered curriculum
approach.
USE OF GRADING IN ASSESSMENT

• Grading in education refers to classification of students into a few graded categories

according to their level of achievement in examination in every subject of study.
• Grading system was developed by WILLIAM FARISH and first implemented by the
university of Cambridge in 1792.
• Different countries use different grading scales in the assessment of students
performance.
• Tamilnadu government too is following the grading system from 2012-13 for STDs.1-8
and from 2013-14 for STDs
IMPORTANT FEATURES OF THE GRADING
SCHEME
• In all students certificates and school records of students achievement, only grade not marks will be mentioned.
• The practice of declaring pass and fail has been stopped.
• The results of candidates regarding their achievement is declared in 2 categories
1. Eligible for qualifying certificate
2. Advised for improve performance.
• There will be no mentioning of a thing like overall marks; only Grade Point Average is mentioned.
• Marks obtained by students are to be transformed into a nine point scale.
• Those whose achievement level is below the grade ‘ D’ , in any one or in all the subjects, will have five chances to
improve their level of performance.
• For calculating the percentage of marks
. Percentage of marks / in a subject = G.P in the subject × 9.5
• Average (GPA) is obtained by dividing the Comulative Grade Points ( CGP) by the
total number of subjects.
• The overall percentage of marks of a student is calculated by the formula 9.5× GPA.
USES OF GRADING SYSTEM

• It reduce the mental stress of the students as it eliminates the thinking that those who score 59% are
less proficient than those having an achievement score of 60% .
• Students having scores lying in a particular class interval are considered to be equal in their level of
proficiency.
• A student’s grade does not get influenced by the achievement level of other students.
• It avoids competition among students.
• Students who fail to achieve the minimum level of proficiency accepted as adequate, are given a
chance to improve their performance and get admitted to the next higher class, without wasting an
academic year.
FEEDBACK MECHANISM

• Feedback refers to providing students with the knowledge of results obtained in the
assessment, based upon which they are informed of the deficiencies found in their
learning, along with the suggestions for removing them.
• The primary purpose of assessment is to improve student learning.
• The feedback in the learner centered approach is mainly from the learner themselves
either directly or indirectly.
• Their performance, their behaviour, their activities also act as a feedback.
EVALUATION

• In the learner centered curriculum, curriculum is based upon the individual learners needs
and interests and the curriculum makers are the learners, the evaluation of learning
progress is also done by the individual learners themselves.
• Mostly formative evaluation is undertaken because in each and every step, the individual
learners are able to realise the changes, the development and the progress of themselves.
• So they can evaluate their own learning formatively.
• It is more than the teachers, the learners are able to identify and judge their progress.
LEARNING OUTCOMES

• Curriculum is developed, designed and implemented by the individual learners, through

with the guidance of the teacher.
• The individual learners are also able to understand better the goals be react, how to reach
the goal, and at the end, verify whether he has reached the goal.
• Only the individual learners know himself or herself better than any one else.
• So learning outcome of the learner centered curriculum is realised only by the learner
himself or herself.
CONCLUSION

• A learner-centered approach is about shifting the focus from the teacher to the learner,
promoting active engagement and empowering learners to become independent, lifelong
learners. It recognizes the uniqueness of each learner and aims to create a supportive and
inclusive learning environment.