Prof. Ed.

Facilitating Learner-Centered Teaching

Name: ____________________________________ Year & Section: ___________________

Activity No. 3

Instruction: Over the years, the concept of transfer of learning has evolve from
being teacher-centered to learner-centered. The same way from teaching to
facilitating. Below are statements of a teacher-centered instruction and learner-
centered instruction. Identify each statement whether they are learner-centered
or teacher-centered. Write your answer in the table below. Submit your output in
a PDF or Word Document format

• Admonishing students to ‘think’

• Allowing students to choose from two novels that are unlike anything
they’ve ever seen or experienced in their lives
• Being clear about how to do well in your class
• Being clear about how you will promote, measure, and celebrate
understanding
• Choice boards
• Choosing ‘power standards’ from your curriculum after meeting with both
students, parents, and community members that voice their unique societal
and cultural needs
• Choosing ‘power standards’ in a staff meeting in the middle of a summer
PD with the other 4 teachers from your department or grade level
• Choosing what’s graded carefully, and considering other work as practice
• Collaborating with students to create the rubric or scoring guide
• Creating curriculum and instruction around a need to know
• Creating curriculum and instruction around standards
• Diversifying what you accept as evidence of understanding
• Framing learning in terms of letter grades and certificates and completion
• Framing learning in terms of process and growth and purpose
• Giving an on-demand assignment even though you just finished a writing
piece or unit
• Giving struggling readers a few extra minutes to read a 17-page short story
• Grading everything
• Handing students a rubric or scoring guide
• Helping students continuously practice and revise how they perform on one
assessment form
• Helping students master content
• Helping students understand what’s worth understanding
• Letting students choose the project’s product
• Letting students choose the project’s purpose
• Letting students choose their own media form that reflects the purpose of
the reading
• Modeling ‘how to think‘ for students
• Placing struggling readers in a lit circle that gives them an authentic role
that they can be successful in, allows them to hear oral fluency and reading
speed model and keeps them from feeling ‘broken’
• Starting class with a standard and target
• Starting class with a story
• Using the on-demand writing prompt as the summative assessment
• Worksheets, essays

Teacher-centered Learner-centered
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

11. 11.

12. 12.
13. 13.

14. 14.

15. 15.