Febbie

 Angela  Villar  Dazo                                                                      Reflection  #3                                                                                                                  July  21,  2021  

 
Reflection  About  the  Learner-­‐Centered  Pedagogy,  Classrooms  Organization  and  
Management,  And  Some  Instructional  Processes  of  the  Learner-­‐Centered  Lesson  Plans  
 
  Today,  together  with  my  group  mates,  we  reported  about  the  28  Learner-­‐Centered  
Instructional  Strategies  that  was  proposed  by  Mia  Macmeekin.  First,  when  we  say  learner-­‐
centered   instruction   methods,   we   plan   “with"   the   student   instead   of   “for"   the   student.   This  
essentially   means   being   mindful   of   their   needs   and   placing   them   at   the   center   of   the  
teaching  process.  So  the  instructional  methods  that  Macmeekin  offers  are:  1)  cooperative,  
2)   presentations,   3)   panel/expert,   4)   KWL,   5)   brainstorming,   6)   create   media,   7)  
discussion,  8)  small  group,  9)  case  study,  10)  jigsaw,  11)  learning  center,  12)  experiments,  
13)   role   play,   14)   simulation,   15)   lab,   16)   workshop,   17)   demonstration,   18)   index   card,  
19)   inquiry-­‐based,   20)   mental   models,   21)   project,   22)   problem,   23)   discovery,   24)   Q&A,  
25)  social  media,  26)  games,  27)  competitions,  28)  debate.  The  info  graphics  that  she  offers  
are  simple,  clean,  and  chock  full  of  timeless  tidbits  of  wisdom  that  make  every  teacher’s  job  
easier  and  more  enjoyable.  I  believe  that  it  is  intended  to  give  teachers  some  of  the  most  
engaging  learner-­‐centered  instruction  methods  available  to  them  in  one  handy  reference.  It  
takes  the  student’s  intimidation  out  of  new  learning  and  places  a  welcome  in  front  of  every  
student  that  says,  “You  Matter”.  It  prioritizes  our  students’  interests  and  gives  them  a  voice  
in  the  learning  process.  In  the  end,  it’s  designed  to  shift  the  responsibility  for  learning  from  
teacher   to   student.   That’s   why   learner-­‐centered   instruction   methods   work   so   well   in  
developing  autonomy  and  independent  critical  thinking  and  problem  -­‐  solving  skills.  
 
  The  next  reporters  presented  the  organization  and  management  of  learner-­‐centered  
classrooms.  They  discussed  more  on  the  roles  and  responsibilities,  procedures  and  physical  
structuring   of   a   learner-­‐centered   classroom.   Whereas   the   student-­‐centered   classroom  
defines   the   teacher’s   roles   and   responsibilities   in   classes   that   employ   student-­‐centered  
pedagogies,   including   various   iterations   of   constructivist   and   inquiry-­‐based   instruction.  
Also,  it  was  shared  by  one  of  our  classmates  that  the  organization  of  classroom  materials  
allows   students   to   retrieve   quickly,   which   helps   to   decrease   unwanted   behavior.   Proper  
room  arrangement  provides  predictably,  which  is  essential  for  students  because  students  
thrive   when   they   are   in   a   comfortable   learning   environment.   So   I   think   classroom  
management  is  important  because  it  directly  affects  your  student’s  ability  to  learn  and  your  
ability   to   learn.   It   impacts   a   teacher’s   ability   to   be   effective   and   actually   enjoy   teaching.  
Most  importantly,  a  well-­‐managed  classroom  highly  impacts  students’  academic  and  future  
success.  
 
  Also,   the   last   discussion   that   we   had   was   Bloom’s   Taxonomy   of   Educational  
Objectives   (1956):   Cognitive   Skills.   So   a   group   of   educators,   led   by   Benjamin   Bloom,  
identified   a   hierarchy   of   6   categories   of   cognitive   skills:   knowledge,   comprehension,  
application,   analysis,   synthesis   and   evaluation.     As   students   learn,   they   start   with   the  
knowledge   level   and   progress   through   the   hierarchy.     Thus,   advanced   courses   should  
include  skills  at  a  higher  level  than  introductory  or  basic  skills  courses.