PROF ED 3:

Facilitating Learner
Centered Learning
DIANNE ORIO- DE VILLA
INSTRUCTOR
 Lesson For The
Day
UNIT I: Learner-centered
Teaching: Its Foundations and
Characteristics
Intended Learning
Outcomes
At the end of the lesson, I am able to:

1. differentiate learner-centered teaching from other teaching

approaches (e.g. teacher centered approach) as applied in various
teaching areas;
2. discuss the need to shift from teacher-centered teaching to
learner-centered teaching based on philosophical foundations,
teaching principles and current research; and
3.discuss the varied roles of the teacher in learner-centered teaching
and learning
 What is Learner-Centered Teaching

Learner centered teaching is an approach that places the learner at

the center of the learning. This means that the learner or student is
responsible for learning while the teacher is responsible for
facilitating the learning.

IN A LEARNER-CENTERED
TEACHING ENVIRONMENT,
LEARNERS...
• Actively participate in their
own learning
• Make decisions about what and
how they will learn.
• Become capable of
constructing new knowledge
and skills by building on past
experiences
IN A LEARNER-CENTERED
TEACHING ENVIRONMENT,
TEACHERS...
• Recognize that all learners are
unique and utilize different
teaching styles.
• Provide structure and direction.
• Facilitate learner's decision-
making process.
How is Learner – Centered Different from
Teacher Centered Approach?
TEACHER-CENTERED
• Focus is on teacher
• Focus is on language forms and
structures (what the teacher
knows about the language)
• Teacher talks; students listen
• Students work alone
• Teacher monitors and corrects
every student utterance
LEARNER-CENTERED
• Focus is on both students and teacher
• Focus is on language use in typical
situations (how students will use the
language)
• Teacher models; students interact with
teacher and one another
• Students work in pairs, in groups, or
alone depending on the purpose of the
activity
• Students talk without constant teacher
monitoring; instructor provides
feedback/correction when questions
arise
How is Learner – Centered Different from
Teacher Centered Approach?
TEACHER-CENTERED LEARNER-CENTERED
• Teacher answers students’ • Students answer each other’s
questions about language questions, using teacher as an
• Teacher chooses topics information resource
• Consequences are fixed for all • Students have some choice of topics
• Consequences reflect individual
students
differences
• Rewards are mostly extrinsic
• Rewards are mostly intrinsic
• Teacher evaluates student • Students evaluate their own learning;
learning teacher also evaluates
• Classroom is quiet • Classroom is often noisy and busy
 Philosophical Perspectives in Understanding Education
Philosophy and education are closely inter-related and inter-dependent.
Philosophy points out the ways and education follow it. Without philosophy,
education would be a blind effort and without education, philosophy would be
crippled.
In the word of Ross, “philosophy and education are two side of same coin;
the former is the contemplative side while the latter is the active side.
Education is the process and philosophy is the product. All educational
problems are questions of philosophy. In other word we can say that the
application of philosophical principle in the field of education to solve various
educational issues is regarded as educational philosophy.
In fact, educational philosophy is that philosophy which provide answer to
the educational issues of why to educate (aim), whom to educate (child), who
to educate (teacher), where to educate (school), what to educate (curriculum),
how to educate (methods), when to educate (motivation) and so on. Further, “a
sound philosophy of education is based on an adequate philosophy of life”.
Philosophy and education are reconstructive; they give to and take from each
other in ebb and flow of thought and action; they are means to one another, and
ends.
From Teacher-
Centered to
Learner-
Centered
Teaching
Philosophies in
Education
 Teacher-Centered
Philosophies
Perennialism
Perennialism is a teacher-centered educational philosophy that
focuses on everlasting ideas and universal truths learned from
art, history, and literature.. They believe the ideas are as
relevant and meaningful today as when they were written.
They recommend that students learn from reading and
analyzing the works by finest thinkers and writers.

Role of Teacher – perennialism is a teacher- centered

philosophy, in which the teacher is less concerned with
student interest and more concerned with transferring
knowledge from older generations to younger generations.
The teacher will focus on the importance of reading and will
often use the underlying reading lessons to make a moral
point. Teachers use history, religion, literature, and the laws of
 Teacher-Centered
Philosophies
Essentialism
Essentialism tries to instill all students with the most essential or
basic academic knowledge and skills and character development.
Essentialists believe that teachers should try to embed traditional
moral values and virtues such as respect for authority,
perseverance, fidelity to duty, consideration for others, and
practicality and intellectual knowledge that students need to
become model citizens. The foundation of essentialist curriculum
is based on traditional disciplines such as math, natural science,
history, foreign language, and literature.

In the essentialist system, students are required to master a set

body of information and basic techniques for their grade level
before they are promoted to the next higher grade. The content
gradually moves towards more complex skills and detailed
knowledge.
Learner-Centered
Philosophies
Progressivism
Progressivists believe that education should focus on
the whole child, rather than on the content or the teacher. This
educational philosophy stresses that students should test ideas
by active experimentation. Learning is rooted in the questions of
learners that arise through experiencing the world. It is active,
not passive. The learner is a problem solver and thinker who
makes meaning through his or her individual experience in the
physical and cultural context. Effective teachers provide
experiences so that students can learn by doing. Curriculum
content is derived from student interests and questions. The
scientific method is used by progressivist educators so that
students can study matter and events systematically and first
hand. The emphasis is on process-how one comes to know.
The Progressive education philosophy was established in
America from the mid 1920s through the mid 1950s. John
Dewey was its foremost proponent. One of his tenets was that
the school should improve the way of life of our citizens
Learner-Centered
Philosophies Humanism
The humanistic learning theory was developed by
Abraham Maslow, Carl Rogers, and James F. T. Bugental
in the early 1900's. This perspective states that students
should be able to choose what they want to learn.
Humanistic teachers believe that students will be
motivated to learn a subject if it's something they need and
want to know. This also reiterates that the goal of
education should be to foster students' desire to learn and
that teachers are there to teach them how to learn.
Students should be self-motivated in their studies and
desire to learn on their own. Humanistic educators believe
that both feelings and knowledge are important to the
learning process. Unlike traditional educators, humanistic
teachers do not separate the cognitive and affective
Learner-Centered
Philosophies Constructivism
Constructivism states that human beings produce or construct
meaning, understanding and knowledge of the world from their
own experiences. The benefits of this approach make learning
more engaging rather than merely transferring of information .
Moreover, this perspective explains how students construct
meaning by linking existing knowledge with new information.
Unlike in the past, it is believed that it is solely the teacher who
has the body of knowledge. Nowadays, active interaction
between the learner and the teacher as well as with their peers
is highly encouraged. There is a good exchange of information
allowing the students to discover, explore and experience skills
and strategies in learning.
Thus, learner-centered teaching allows the students to be
engaged in their own learning process by developing their
learning and skills and strategies as part of life-long learning.
John Dewey (1933/1998) is often cited as the philosophical
founder of this approach. Bruner (1990) and Piaget (1972) are
 Dimensions of Learner-Centered Teaching
An
Definition Instructor-
Dimensi Essential Learner-Centered
of this Centered
on Compone Approach
Dimension Approach
nt
Content
includes
Instructor
building a
encourages
knowledge Level to Instructor
The students to
base, how which allows
Function transform and
the students students to
of reflect on most
instructor engage memorize
Content the content to
and the content. content.
make their own
students
meaning out of it.
use the
content.
 Dimensions of Learner-Centered Teaching
An
Definition Instructor-
Dimensi Essential Learner-Centered
of this Centered
on Compone Approach
Dimension Approach
nt

• Does not
Instructor have
s use specific
Instructor
An teaching learning
intentionally uses
essential and goals
The Role various teaching
role of the learning • Uses
of the and learning
instructor methods teaching
Instructo methods that are
is to assist appropriat and learning
r appropriate for
students to e for methods
student learning
learn. student that conflict
goals.
 Dimensions of Learner-Centered Teaching
Definition of An Instructor-
Learner-Centered
Dimension this Essential Centered
Approach
Dimension Component Approach
Instructor
assumes all
responsibility for Instructor provides
Students students learning increasing
should Responsibil (provides content opportunities for
The assume ity for to memorize, students to assume
Responsib greater learning does not require responsibility for
ility for responsibilit should rest students to create their own learning,
Learning y for their with the their own leading to
own learning students. meaning of achievement of
over time. content, tells stated learning
students exactly objectives.
what will be on
 Dimensions of Learner-Centered Teaching
Definition An Instructor-
Dimensio Learner-Centered
of this Essential Centered
n Approach
Dimension Component Approach

• Uses only
summative
There are
assessment Consistently
The additional Formative
(to make throughout the
Purposes purposes assessment
decisions to learning process,
and and (giving
assign instructor integrate
Processes processes of feedback to
grades) • Formative
of assessment foster
• Provides assessment
Assessme beyond improveme
students with • Constructive
nt assigning nt.
no feedback
grades.
constructive
feedback
 Dimensions of Learner-Centered Teaching
Definition of An Instructor-
Learner-Centered
Dimension this Essential Centered
Approach
Dimension Component Approach

Instructor is flexible
The balance Flexibility • Instructor on most
of power of course mandates all • Course policies
shifts so that policies, policies and • Assessment&
The the instructor assessment deadlines. Learning methods
Balance of shares some methods, or • Deadlines
Power decisions learning • Instructor and
about the methods, does not • Instructor always
course with and adhere to adheres to what
instructor has
the students. deadlines. policies. agreed to with
the students.
 ACTIVITY
Question 2: Are teacher-centered
2
DIRECTION : : Answer the following
approaches such as lecturing still
useful and effective today among
questions. You will be scored using these students? Yes/No? Explain your
criteria: [1] relevance to the topic; [2]
answer.
organization; and [3] depth, five being the
highest score.

Question 1: In the past, teacher- Question 3: Which branch or

centered approach was used and it was branches of philosophy would you
really effective, what do you think are want to emphasize in your
the reasons for this? classroom? Why?
 DIRECTION :
Make/Create a role-playing that highlights
the distinctions between a learner-centered
and a teacher-centered approach to teaching.
Create a presentation to showcase your
group's work.
GROUP When creating your visual aids/props, be

ACTIVITY imaginative and innovative.

1
Thank
You
SEE YOU NEXT TIME