Paradigm shift: From teacher- centered to learner-centered teaching

LEARNING OBJECTIVES:

At the end of the lesson, you are expected to:

a. Differentiate learner-centered to teacher-centered teaching
b. discuss the need to shift from teacher-centered teaching to learner-centered
teaching based on philosophical foundations, teaching principles and current
research; and
c. Identify learning scenarios reflective of the underscored philosophies.

INTRODUCTION

It is often said that there are two basic approaches to teaching: teacher centered and
student centered approaches. Teacher centered approaches are more traditional in nature,
focusing on the teacher as instructor. They are sometimes referred to as direct instruction,
deductive teaching or expository teaching, and are typified by the lecture type
presentation. In these methods of teaching, the teacher controls what is to be taught and
how students are presented with the information that they are to lean.
Student centered approaches (sometimes referred to as discovery learning, inductive
learning, or inquiry learning) place a much stronger emphasis on the learner’s role in the
learning process.
Lesson 2 of this unit will examine a number of these teaching approaches, or
strategies, in more detail by reviewing the teacher and Learner-centered philosophies of
education.

Read the concepts presented herein as there will be tasks that assess your understanding of the
There arepresented
contents teachershereunder.
we love because of their methods, techniques and strategies we love
and find unique in them that personally inspire and kindle with us sparks of motivation and
inspiration. You should know that how one treats a subject or a lesson depends on his beliefs
of teaching and learning which all springs from his or her personal philosophy of education.
Philosophical perspectives
Philosophy means “love of wisdom”. It is made of two Greek words, philo, meaning love,
and Sophos, meaning wisdom. Philosophy helps teachers to reflect on key issues and
concepts in education, usually through such questions as: What is being educated? What is
the good life? What is Knowledge? What is the nature of learning? And what is teaching?

Teacher-centered philosophies

Essentialism

Essentialism is the educational philosophy of teaching basic skills. This philosophy advocates
training the mind. Essentialist educators focus on transmitting a series of progressively difficult
topics and promotion of students to the next level or grade. Subjects are focused on the historical
context of the material world and culture, and move sequentially to give a solid understanding of
the present day. This philosophy stresses core knowledge in reading, writing, math, science,
history, foreign language, and technology. The tools include lecturing, memorization, repetition,
practice, and assessment. In the elementary grades, learners only get promoted to the next grade
once they know reading, writing, listening and speaking.

William C. Bagley (1874–1946) was one of the most influential advocates of essentialism.
Bagley believed that education was not supposed to change society but to preserve it. At a
conference for the
American Association of School Administrators in 1938, Bagley “urged schools and educators to
create what we know today to be vigilant in sticking to the core curriculum”. Essentialism is an
educational theory rooted in classical realism and idealism which advocates curricular reform
stressing the essentials of the basics like the 3R's.

Essentialism is a theory that wants to achieve a common core of information and skills for all
individuals in a given culture. Essentialists believe in working hard and mental discipline. They
put more focus on basic core information that will help students survive today, and therefore
spend less time on ideas of the past. They accept that the core information will change as time
goes on. Subject matters include literature, history, foreign languages, and religion. Teachers use
a variety of methods: required reading, lectures, memorization, repetition and exams.

Perennialism

The goal of a perennialist education is to teach students to think rationally and develop
minds that can think critically. A perennialist classroom aims to be a closely organized and well-
disciplined environment, which develops in students a lifelong quest for the truth. Perennialists
believe that education should epitomize a prepared effort to make these ideas available to
students and to guide their thought processes toward the understanding and appreciation of the
great works, works of literature written by history’s finest thinkers that transcend time and never
become outdated.

Perennialists are primarily concerned with the importance of mastery of the content and
development of reasoning skills. The old adage “the more things change, the more they stay the
same” summarizes the perennialists’ perspective on education. Skills are still developed in a
sequential manner. For example, reading, writing, speaking, and listening are emphasized in the
early grades to prepare students in later grades to study literature, history, and philosophy.

Perennialism is a theory focused on humans and ideas. Ideas are relevant and meaningful
throughout time. Little importance is placed on what students are interested in. They believe in
the importance of ideas that are universal to everyone. There is a strong focus on scientific
reasoning and mathematics because they never change.

Perennialism views education as a recurring process based on eternal truths. Good

education involves a search for and understanding of truth which can all be found in the great
works of civilization.

Learner-centered philosophies

Progressivism is a more developed version of pragmatism, emphasizing that “ideas

should be tested by experimentation and that learning is rooted in questions developed by
learners” (114). They believe that human experience is far more important than authority when it
comes to learning. Like pragmatists, progressivists believe that change is occurring and should
be embraced rather than ignored. Progressivism is all about organized freedom that allows
students to take responsibility for their actions in the classroom.

Humanism is “concerned with enhancing the innate goodness of the individual” (115). Its focus
is on individual development through a process of developing a free, self-actualizing person.
Education should start with the individual and the choices made by the individual. The
humanistic classroom is welcoming and caring. Students feel comfortable to share their thoughts,
feelings, beliefs, fears, and aspirations with each other.

Reconstructionism is a philosophy that centers on the idea of constant change. The world is
always changing and we need to change in order to adapt to the changes that are occurring.
Reconstructionists like to focus on “reconstructing” one area of society. Curriculum is focused
on student experience and taking social action on real issues such as violence, hunger, inequality,
etc. Students are taught how to deal and ultimately fix these issues.

Constructivism “emphasizes developing personal meaning through hands-on, activity-based

teaching and learning” (117). Teachers are responsible for creating effective learning situations
rather than constantly lecturing students. Personal meaning is the best way for students to
connect to the material being taught. Constructivist theorists “encourage the development of
critical thinking and the understanding of big ideas rather than the mastery of factual
information”. They believe that students will be more prepared for the ever-changing world if
they learn how to develop critical thinking skills. Unlike traditional ways of learning, the
constructivist classroom focuses on the way a learner internalizes, shapes, or transforms
information.

Having read the philosophies. Let us self-check your philosophy with some sample metaphors
here.

Lamplighters - They attempt to illuminate the minds of their learners.

Gardeners - Their goal is to cultivate the mind by nourishing, enhancing the climate,
removing the weeds and other impediments, and then standing back and allowing growth
to occur.

Muscle builders - They exercise and strengthen flabby minds so learners can face the
heavyweight learning tasks of the future.

Bucket fillers - They pour information into empty containers with the assumption that a
filled bucket is a good bucket. In other words, a head filled with information makes an
educated person.

Challengers - They question learners’ assumptions, helping them see subject matter in
fresh ways and develop critical thinking skills.

Travel guides - They assist people along the path of learning.

Factory supervisors - They supervise the learning process, making certain that sufficient
inputs are present and that the outputs are consistent with the inputs.

Artists - For them teaching has no prescriptions and the ends are not clear at the
beginning of the process. The entire activity is an aesthetic experience.

Applied scientists - They apply research findings to teaching problems and see scientific
research as the basis for teaching.

Craftspeople - They use various teaching skills and are able to analyze teaching
situations, apply scientific findings when applicable, and incorporate an artistic
dimension into teaching.