1. B. This is a classic example of traditional approach.

Repetition is a key concept of

Thorndike’s Law of Exercise.
2. F. HOTS (Higher-Order Thinking Skills) is learner-centered. We give students activities
that will stimulate them to think critically and creatively.
3. F. Learner-centered approach is interactive. This means that there should be interaction.
Interactive learning is a pedagogical technique that engages students by having them
actively participate with peers in lessons. Students can learn from interacting with each
other.
4. B. The notion of isolated skills instruction has been replaced by the recent trend in
education with more contextualized presentations, in which strategies for applying skills in
generalized contexts are taught explicitly.
5. F. 'Learning to learn' is the ability to pursue and persist in learning, to organize one's own
learning, including through. effective management of time and information, both
individually and in groups. When students can direct their learning and know how they
learn best, they can also better navigate the wide range of available choices in school and
beyond. ... Learning to learn is particularly important when teachers are no longer a main
source of information and knowledge.
6. F. Learned centered approach promotes an academic culture of support and collaboration.
Many stuffs can be learned through collaboration.
7. F. the role is of teacher in learner centered set up is a facilitator. They are the partner of
learners for better learning.
8. F. this is also learner-centered. Teachers should activate prior knowledge, link new
information to old information and link different schemata to each other.
9. F. Interdisciplinary programs draw from two or more academic disciplines that work
together to create a powerful learning experience and emphasize integrative learning,
critical thinking, and creative problem solving. Interdisciplinary study allows for
combination of ideas and the fusion of characteristics from many disciplines. At the same
time, it addresses students' individual differences and helps to develop important,
transferable skills.
 10. B. Teacher’s role is a director which guidelines, standards, and reasons. Unlike the learner-
centered which highlights the teacher's principal role as a Facilitator.

Learner-centered education uses interactive strategies to engage the students and develop their
abilities. This educational approach helps students develop skills such as decision making and
problem solving, team work, and presentation skills that are relevant to the current labor needs.
Moreover, by learning how to solve problems, think critically, apply information, and integrate
knowledge, students can learn to think like experts in a discipline. Learner-centered teaching
encourages students to reflect on what they are learning and how they are learning it.

a. Since learners will think of their teachers as learning partners, they will find their them as
unintimidating/ friendly or approachable. Thus, active learning will surely take place.
b. We put so much premium on critical thinking as it allows for a deeper understanding of a
subject. It can also help learners solve problems, make good decisions, understand the
consequences of their actions
c. Teachers should be facilitators of learning. Be reminded of what Plutarch has said that “the
mind is not a vessel to be filled but a fire to be ignited”.
 d. This is also a crucial skill that learners need to learn. For instance, homework is a pretty
useless exercise if you are always helping your child with it. So instead of sitting down with
them each night to go through it, encourage your child to attempt it on their own before
asking for help. By trying to tackle their homework on their own, your child will learn to
face challenges head-on, as well as developing problem-solving skills.
e. Assessments in a learner-centered classroom shift the focus from being a measure of
grading to helping teachers understand learners and create lessons based on their specific
needs.

Learning is an Active Process

Learning is not the passive acceptance of knowledge which exists "out there" but that learning
involves the learner s engaging with the world. Students do not soak up knowledge like a sponge
absorbs water. The teacher cannot assume that students remember something just because they
were in the classroom. For students to learn, they need to react and respond, perhaps outwardly,
perhaps only inwardly, emotionally, or intellectually. But if learning is a process of changing
behavior, clearly that process must be an active one.

Learning involves language

 The language we use influences learning. On the empirical level. researchers have noted that
people talk to themselves as they learn. On a more general level. there is a collection of
arguments, presented most forcefully by Vygotsky, that language and learning are inextricably
intertwined. 
Learning is a social activity
our learning is intimately associated with our connection with other human beings, our teachers,
our peers, our family as well as casual acquaintances, including the people before us or next to us
at the exhibit. Dewey recognizes the social aspect of learning and uses conversation, interaction
with others, and the application of knowledge as an integral aspect of learning.
Learning is a contextual
We do not learn isolated facts and theories in some abstract unearthly land of the mind separate
from the rest of our lives: we learn in relationship to what else we know, what we believe, our
prejudices and our fears. 
One needs knowledge to learn
It is not possible to assimilate new knowledge without having some structure developed from
previous knowledge to build on. 14 The more we know, the more we can learn. Therefore, any
effort to teach must be connected to the state of the learner, must provide a path into the subject
for the learner based on that learner's previous knowledge.

Motivation is a key component in learning

Students who are more motivated to learn persist longer, produce higher quality effort, learn more
deeply, and perform better in classes and on standardized tests.

Learning is not instantaneous.

It takes time to learn: For significant learning we need to revisit ideas, ponder them try them out,
play with them and use them. This cannot happen in 5-10 minutes. If you reflect on anything you
have learned, you soon realize that it is the product of repeated exposure and thought. Even, or
especially, moments of profound insight, can be traced back to longer periods of preparation.

Construction of knowledge
Learner’s prior knowledge
Students learn by connecting new knowledge with knowledge and concepts that they already know,
thereby constructing new meanings
Have access to resources
Effective usage of proper learning resources helps the students to construct in depth knowledge on
a particular subject and also developing their individual learning strategies, values, attitudes and
generic skills.
Actively learn

This is important because this reinforces important material, concepts, and skills.

create, manipulate, and debate knowledge

Creating, manipulating and debating knowledge led to a more extensive knowledge

For example, a math teacher can see how students work through problem-solving during inquiry
lessons. Teachers in math may demonstrate how to solve problems, but by watching students come
up with solutions, they're able to get a better understanding of the steps it took to get there.

To help students retain what you just taught them

*Pair-Share
*Vlog
*Collage
*Journaling
*brainstorming
*exit slips

*Stump Your Partner

Students take a minute to create a challenging question based on the lecture content up to that point.
Students pose the question to the person sitting next to them.
To take this activity a step further, ask students to write down their questions and hand them in. These
questions can be used to create tests or exams. They can also be reviewed to gauge student
understanding.
*Think-Pair-Share/Write-Pair-Share
The instructor poses a question that demands analysis, evaluation, or synthesis.
Students take a few minutes to think through an appropriate response.
Students turn to a partner (or small groups) and share their responses. Take this a step further by asking
students to find someone who arrived at an answer different from their own and convince their partner to
change their mind.
Student responses are shared within larger teams or with the entire class during a follow-up discussion.
*Catch-Up
Stop at a transition point in your lecture.
Have students turn to a partner or work in small groups to compare notes and ask clarifying questions.
After a few minutes, open the floor to a few questions.
Fishbowl Debate
Ask students to sit in groups of three.
Assign roles. For example, the person on left takes one position on a topic for debate, the person on right
takes the opposite position, and the person in the middle takes notes and decides which side is the most
convincing and provides an argument for his or her choice.
Debrief by calling on a few groups to summarize their discussions.
Team-Based Learning
Start a course unit by giving students some tasks to complete, such as reading or lab assignments.
Consider assigning these to be completed before class.
Check students' comprehension of the material with a quick multiple-choice quiz. Have students submit
their answers.
Assign students to groups and have them review their answers with group members to reach consensus.
Have each group submit one answered quiz.
Record both the individual student assessment scores and the final group assessment score (both of which
are used toward each student's course grade).
Deliver a lecture that specially targets any misconceptions or gaps in knowledge the assessments reveal.
Give groups a challenging assignment, such as solving a problem or applying a theory to a real-world
situation.
Find more information on this strategy at  the Team-Based Learning Collaborative.
*Group Problem-Solving
There are many instructional strategies that involve students working together to solve a problem,
including inquiry-based learning, authentic learning, and discovery learning. While they each have their
own unique characteristics, they fundamentally involve:

For instance, topics learned in Math or Social Studies may be used by the pupils with related
concepts and skills in Reading and Language. The quality of learning outcomes improves as pupils
are able to integrate information across disciplines instead of acquiring them in isolation.
Another, integrating lessons can be done with any subjects, such as mixing language arts with
art by researching famous artists and then writing a report or math and physical education where
students play basketball while assigning different shots to equal point values.
.
Learning environment is critical for children’s learning because research has shown that an
engaged learning environment increases students' attention and focus, promotes meaningful
learning experiences, encourages higher levels of student performance, and motivates students to
practice higher-level critical thinking skills.