Yellow highlights - nov

penk highlight - jam

Orange - for questions

LEARNER CENTERED

Focus is on both students and instructor

- When we talk about a learner-centered approach, we're talking about

seeing students as active participants. They bring their own knowledge,
experiences, education, and opinions to the table, which influences how
they absorb new information and learn. It is not the same as a standard
instructor-centered approach. There are various methods to explain
student-centered learning, and they all go back to the same underlying
premise, the student. To begin, student-centered learning can be defined
as a discipline involving the interaction of a group of students who
engage in creative learning to be applied in the actual world (Thornburg,
1995). Sir Thornburg (1995) also mentions that students are crucial to the
classroom, much as a team member is to a game. He claims that
teachers are a part of the definition of student-centered learning, but
they are not the major interest. The kids are the emphasis, and the
teacher is the one who can help in small groups of students. A teacher-
centered method encourages pupils to focus entirely on their teacher,
whereas a learner-centered approach encourages both educators and
students to share equal focus. Learner-centered teaching is an
increasingly common and supported teaching method in higher
education. This is accomplished through active learning, a diversity of
methodologies, and a shift in the conventional role of teachers from
knowledge providers to facilitators of student learning. The instructors'
learning duties shift to the pupils. Instructors construct learning
environments that encourage students to take ownership of their
education. Students are at the heart of learning in this method. In the
 classroom, the student gains power. Rather than the transmission of
knowledge by the instructors, the focus is on the student as a learner, on
boosting student learning and achievement.

Learner-centered teaching strategies move the emphasis of action away

from the teacher and toward the students. Among these methods are:

● Active learning

- This means that during class discussion, students solve

problems, answer questions, construct their own questions,
discuss, explain, debate, or brainstorm. Because, as I
previously stated, in a learner-centered approach, students
are viewed as active participants.

● Cooperative learning

- That is, students engage in groups to solve issues and complete

projects under conditions that promote both positive dependency
and individual accountability. Interdependence refers to the
reliance of two or more persons or entities on one another.

● Inductive teaching and learning

- That is, kids are first given problems. Inductive approaches of
learning include inquiry-based learning, case-based instruction,
problem-based learning, project-based learning, discovery
learning, and just-in-time training.
TEACHER CENTERED

Focus is on instructor

When we say that the focus is on the instructor solely it means that the more
traditional or conventional approachTeacher-centered often refers to learning
scenarios in which the teacher asserts control over the subject that pupils study
as well as the means in which they study it, including when, where, how, and at
what pace they learn it.

ADVANTAGE AND DISADVANTAGES OF TEACHER CENTERED AND LEARNER

CENTERED APPROACH TO ADAPTATION

STUDENT CENTERED

Advantages

1. Students improve their studying and other skills, as well as receive valuable
knowledge that will benefit them throughout their lives.

- Students bring their own knowledge, experiences, education, and

opinions to the class, which influences how they absorb new information
and learn new things as well. The things that the students learn will be
 helpful for them in the near future. A great example that a student can
learn inside the classroom is honesty, unity, and knowledge. These three
will be a really big help for the students in the near future especially at the
workplace.

2. It can aid in the development of social skills and self-esteem.

- When we talk about a learner-centered approach, we're referring to

considering students as active participants in the learning process. Active
participants are required to engage in activities that will increase their self-
esteem, such as a performance task in front of their classmates that will
allow them to demonstrate their abilities and capabilities in order to
obtain more experience and self-esteem. For example

3. Students also benefit from the emotional and cognitive support of their
peers.

- Emotions are frequently viewed as barriers to academic success, but

research shows that social/emotional learning improves a student's
overall performance. The emotional and cognitive support is quite
beneficial. Students benefit from social-emotional learning because it
teaches them important life skills such as self-awareness, developing a
good self-image, taking responsibility for their actions, and forming
relationships with others.

4. It is necessary to learn the relationship between rights and obligations.

- Students learn how to respect others, think critically, and make

informed decisions using a learner-centered approach. Inside the
classroom, students learn about their rights, such as the ability to
 express themselves, information, experiences, education, and opinions.
Students also learn their responsibilities, such as doing their own work,
taking responsibility for their mistakes, and respecting the teacher in
class and many more.

5. Students discover that learning is enjoyable and interesting.

- Learner-centered approaches also educate students that learning new

things is pleasant, and that discovering new things is even more
entertaining. It is not a waste of time to go to school; it can be
interesting and entertaining. For instance, getting to know new
acquaintances. Getting a better understanding of your preferred
subject.

Disadvantage

1. It takes pupils longer to complete tasks, making it difficult to meet curricular

objectives.
 - However, students sometimes forget to complete their assigned task
because they rely on the teacher's ability to create materials that are
appropriate for the students' needs. Students are forgetting how to
expand their own capacity to learn new things because they rely on
their teachers at times.

2. It requires more skill on the part of the teacher as well as their time and
resources.

- On average, teachers work an average of 10 hours per day and 52 hours

per week. Teaching is one of the most fulfilling careers since it allows you
to have an impact on future generations. It's also exceedingly demanding
and exhausting—no one who has ever taught would tell you otherwise.
Which is correct; yet, it is difficult for instructors to always be the ones who
modify, as it takes a significant amount of their time and resources.

3. It is often difficult for teachers to make an acceptable balance among

competing needs and interests of students.

- Getting your students' attention is important, but it can be difficult for

teachers to strike an acceptable balance between competing needs
and interests of students. Why do teachers need to get their students'
attention? Simply put, if you can't pay attention in class or while reading a
book, you won't learn much. Attention, on the other hand, is much more
than just 'paying attention.' Self-control, working memory, and cognitive
flexibility are all affected by attention abilities, which are referred to as
executive function skills.

4. In terms of man, material and resources this approach could be a luxury that
learners often can not afford.
 - Teachers spend their own money in the classroom. Providing photocopies
or handouts for pupils, as well as cartolina and manila papers, is an
excellent illustration of this. We all know that these things are not
affordable for everyone, and they can be viewed as a luxury that many
students cannot afford.

TEACHER CENTERED

ADVANTAGE

1. Teachers are at ease and confident in their roles in the classroom.

2. The democratic process is favored.

3. Cooperation is cultivated.

4. The creation of curriculum is also influenced by society/community (directly

or indirectly).

5. The teacher expresses no reservations about the availability of materials

and resources.
DISADVANTAGE

1. There aren't enough sources and resources.

2. Due to strict administration, planning, and management, there is a

hindrance.

3. Maintaining a similar standard across multiple institutions would become

difficult.

4. The current curriculum for teacher education institutions is incompatible

with a teacher-centered approach.

5. A significant adjustment in the examination/evaluation system will be

required.

DEFINITE MEANING OF ADAPTING MATERIALS

It can be difficult to find and select resources for use in classes. Authenticity, the
original source, the target language competency, and learners' language levels
and ages are all factors that teachers must consider. Following the selection of
resources, teachers must determine whether the material needs to be further
altered to meet the needs of their students. Materials adaptation means
matching materials with the learner’s needs, the teacher’s demands and
administration’s purpose. To adapt materials we have to consider five major
factors

(1) Addition: Addition is a method of adaptation that involves supplementing

information with additional language elements and activities to compensate for
lack or insufficiency. When the following scenarios arise, adding extra materials is
necessary/applicable/appropriate.

● Areas are not covered sufficiently.

● Texts/pictures/tasks are not provided.
● Texts/pictures/tasks are fewer than needed.
● Tasks are limited in scope.
● Tasks are of limited range.

(2) Deletion/omission: Deletion is a method of adaptation that involves the

elimination of some language objects and actions that are deemed to be
extraneous. As a result, deletion is the process of removing rather than adding
materials. When the following scenarios arise, materials should be minimized by
omission:

● Learners are clear about a language point.

● Learners are competent in a skill.
● There are too many tasks in a particular area/point.
● The item/area concerned is not a priority.
● The item/task is not well designed.
● The item/task is not well-suited to its aim(s).
● The topic is not appropriate for learners.
Before we start I have a fun fact for you all. Did you know that "I Am"
is the shortest complete sentence in the English language.

(3) Modification/changing: Changes in many areas of materials, such as

linguistic level, activities, assessment method, and so on, are referred to as
modification. In the following cases, material modification is
applicable/appropriate:

● Texts are of inappropriate length.

This implies that the presentation or discussion should be brief. It is not

long, but it is not short on information. Remove any extraneous items
that aren't beneficial to your students. For example, the average
student's attention span is roughly 10 to 15 minutes, while most classes
can last anywhere from 30 to 60 minutes. I imagine that for the next 15
minutes, their minds are wandering and they aren't paying attention to
the discussion. As a result, just like I did previously, you'll need to come
up with some amusing facts, trivia, and jokes to re-engage their
attention to you.

● Materials are inappropriate to the aim.

 Choose wisely or appropriately the materials you will need, as well as
read your materials carefully to avoid unintended negative
consequences. For example, if your focus is Philippine history and how
things were for Filipinos before the Spanish colonization, your materials
should be visuals from that time period. Then, however during
discussion, you will abruptly introduce your political stand and then
attach some visuals about your preferred candidate. The sequence of
the discussion would go from history to politics, with the goal of the
discussion being misaligned.

● Materials are inappropriate to the learners’ age/ experience.

You must utilize materials that are appropriate for your students. If your
students are elementary school students, your materials should be
simple to understand and absorb by the students you will be teaching.
For example, suppose you give your pupils in grade 4 primary school a
reporting task and then allow them borrow your teaching book as their
reference material, which is completely inappropriate for their age and
mental capacity to comprehend the book and discuss the topic
assigned to them. As a result, students will simply transfer what's on the
textbook & copy it on the manila paper, not understanding the
contents of their report.

● Materials are unclear, confusing or misleading.

The materials should be clear as much as possible for the students to

understand the discussion more easily, do not add confusion or
anything misleading that is not part of your given topic. For example
your presented materials during discussion are facts about someone or
something that do not have an exact grounds and some of your
examples are too misleading it can be seen as spreading faking news
to your students. As future teachers we should do a fact check on
 everything that we will discuss. We should check every detail
thoroughly to avoid spreading fake news to our future students.

● Tasks are badly designed.

This means that the materials should look appealing to the eyes of the
students, it should be interesting and not that too boring but not that
too excessive in designs. For example is that you made a presentation
however yung ginawa mo is basta mo nalang nilagay lahat ng design
na nakita mo sa ppt then yung ppt mo naging colorful na halos hindi
na makita yung laman more on the design nalang. The students'
attention will not be focused on the discussion entirely because your
presentation are to extravagant their attention will be on the design not
on the lesson.

(4) Simplification: This method is used to make materials less complex or easier to
comprehend. If the target student finds the language instruction material to be
difficult or mechanical, it (the material) might be simplified to make it suitable for
the learner.

- Simplification is the practice of making something easier to accomplish or

understand by making it less difficult. For example, I created a powerpoint
presentation, but the language I used was too complex to comprehend,
and I used too much unfamiliar vocabulary. As a result imbis na matuto
yung mga tinuturan ko sa klase during my discussion is na confused pa sila
sa kung anong mga words yung ginamit ko and ayun na lang yung nag
stay sa utak nila hanggang sa natapos na yung discussion.

(5) Rearrangement/re-ordering:Rearrangement is a material adaptation

method in which various components of a course book are rearranged in a
different order or sequence. Rearranging materials can help to make them
more interesting and relevant for both the learner and the teacher. Learners
can reorganize materials in the following ways:

● Matching their aims.

Matching their aims requires teachers and students to evaluate,

compare and match information based on explicit, topic-
specific relationships. Both teachers and students should have a
consistent understanding of what is going to be taught. Dito class
ang purpose dito 'yung objectives ng mga materials na naka-
include dapat nagtutugma. Kase under siya ng Rearrangement,
yung mga materials dapat pareparehas ng goal. Hindi pwede
magsama sama 'yung mga hindi naman related na materials.

● Using a practice task for lead-in and elicitation.

- At the beginning of the process of a skills course, eliciting is commonly

used to encourage learners to generate vocabulary, language forms,
and rules, and also to develop a topic. The instructor will know the
students' capacity or understanding in their topic using this way.
Teaching new knowledge is frequently based on what the students
already know. As a result of their curiosity about the topic, the learners
will start asking questions during the discussion, and we all know that
seeking information increases in self-discovery, which makes knowledge
more memorable. Eliciting contributes to the development of a learner-
centered classroom and a dynamic environment, as well as making
learning memorable by connecting new and old material.
 ● Comparing and contrasting areas.

- Comparing is showing the similarities, and contrasting is showing

differences between two things that are related in some way. For
example, it is easier to arrange different course book in sequence
by comparing materials, also it would be nice if materials are well
organize in such way that na yung teachers and students hindi
na mahihirapan maghanap ng kailanganin nila kase naka-ayos
na sya. Kaya mahalaga rin 'yang factor 'yang Comparing and
contrast, kase mas mapapadali ang buhay.

● Providing thematic unity.

- A thematic unity is a way to unify lessons and activities with a

theme. Halimbawa niyan, kapag ginamit mo 'yang providing
thematic unity magbebase ka sa theme ng mga materials. Yung
mga books na ia- arrange mo siya na base sa theme niya,
example niyan ica-classify mo yung book if fantasy, thesis,
fictional, horror etc.

● Providing an appropriate follow-up.

- Participants have learned new knowledge and skills as a result of a

learning activity such as training, e-learning, or study tours and must put
 their new knowledge and abilities into practice. Follow-up is a method of
guiding learners from being passive recipients of learning activities to
actively using these new skills and information and, ultimately, becoming
active agents of change in their own settings. Follow-up tasks allow
students to assess their comprehension, revisit crucial information, and
continue their reading activities.

SOURCE

https://tanvirdhaka.blogspot.com/2009/10/materials-adaptation.html

https://americanenglish.state.gov/resources/teachers-corner-adapting-
materials-students-levels

https://pediaa.com/what-is-the-difference-between-teacher-centered-and-
learner-centered-approach/