Dimensions of Teaching.pptx/////////////

Professional Education

1. Next Prev Dimensions of Learner–Centered Teaching Prepared by: Ana Marie Elopre Princes Rio Napolis

2. Next Prev ACTIVITY TIME! “Draw Me, Tell Me”

3. Next Prev Instructions: 1. The class will be divided into three groups.
2. Each group will have a “drawer” and “guessers.” The drawer will be responsible for drawing the word or concept, while the guessers will try to decipher the drawing.
3. The facilitator will privately show the first word or concept to the drawer.
4.The drawer will begin to draw the word or concept on the board. (You cannot speak or write any words, only use visuals).

4. Next Prev 5. The guessers in each group try to figure out what the drawer is drawing. (You can communicate with each other and make guesses.)
6. The drawer confirms correct guesses and the group with more points will be the winner.

Note:
• You can take turns to be a drawer by saying “Pass”
• You only have 2 minutes to guess all the words. • Each words have a level of difficulty and points Easy– 2 Hard– 5

5. a. identify the key dimensions of learner-centered teaching; b. reflect on the impact of the dimensions of teaching in learning and teaching; and
c. perform an activity showcasing the dimensions of learner-centered teaching. Next Prev At the end of the discussion, the students should be able to: Learning Objectives

6. 1. The Function of Content Next Prev • Focus on higher–order thinking rather than memorization allowing learners to actively explore and reflect on their learning • Personalized learning involves differentiating instruction so that students can learn in ways that suit their personal needs

7. Maybe you need to divide the content Next Prev

8. Teaching Methods Next Prev Differentiate Content Difficulty Differentiate Learning Process Differentiate Assessments Differentiate Learning Environment

9. Continue 10 Essential Characteristics of a 21 st Century Educator Relationship Builder Adaptive Inclusive Reflective Networked 6. Innovator
7. Leader
8. Storyteller
9. Designer 10. Artist

10. Next Prev 2. The Role of Instructor • Serve as a facilitator that promotes learning rather than a content expert or authoritarian classroom • An essential role of the instructor is to assist students to learn • Teacher Professionalization – teachers need opportunities to ask question themselves, try out new strategies and learn from experts throughout their career.

11. Next Prev • Promote independently, active and autonomous learning, as learners become more responsible for their own learning. • Learners who accept the idea that their own efforts are crucial to their progress in learning. • Student can make choice according to his/her needs during the process ( Burnard , 1999) and so she/he becomes responsible for his/her own learning as s/he is active in the learning process (Lea, Stephenson and Troy, 2003) 3. The Responsibility for Learning

12. Next Prev • Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting and using information to increase students’ learning and development. 4. The Purposes and Processes of Assessments

13. Six Types of Assessments Next Prev Diagnostic Assessment – a form of pre-assessment or a pre-test where teachers can evaluate students’ strengths, weaknesses, knowledge and skills before their instruction. Formative Assessment – refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course.

14. Six Types of Assessments Next Prev 3. Summative Assessment – are given to students at the end of a course and should measure the skills and knowledge a student has gained over the entire instructional period. 4. Ipsative Assessment – is the practice of retaking an assessment and comparing the results from the previous performance.

15. Six Types of Assessments Next Prev 5. Norm-Referenced Assessment – designed to compare a student’s performance against a larger group, often at a national level. 6. Criterion-Referenced Assessme nt – teacher judgements about how a student does in an assessment task are based on standards and criteria that are pre-determined and made available to students at the time the assignment is set.

16. Next Prev 5. The Balance of Power • Challenge the traditional power structure and the role of authority in the classroom. • According to the learner centered education, achieving a balance means that there is a power sharing between the teacher and the students. The authority is not in the traditional education, but it is shared with the students.

17. THANK YOU! Prev

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