facilitating-learner-centered-teaching-lesson-lesson-1.pptx

Facilitating Learner-Centered Teaching

1. FACILITATING LEARNER-CENTERED TEACHING RICA YBANEZ- PAILAGO

2. Balance of Power In a traditional classroom, the power to decide what lessons to discuss, what learning activities students must engage in, and what assessment tasks to give mainly belongs to the teacher with little input from students. On the other hand, in a student-centered classroom, a teacher shares that power by consulting learners prior to making final decisions.

3. Balance of Power In order to balance power in the classroom, learners are frequently consulted and given immediate and ongoing feedback by the teacher. The teacher empowers students by giving them the opportunity to choose and make decisions like selecting among lesson topics, choose learning activities, determine pace of learning, and select an assessment task to demonstrate one’s mastery of targeted learning competencies.

4. Function of Content Current research evidence from educational psychology calls for a change in the function of curriculum content which should be less on covering it and more on using content to develop a learner’s individual way of understanding or sense-making. Teachers need to allow learners to raise their own questions, generate their own answers or solutions.

5. Function of Content In order to facilitate learning that changes how students think and understand, teachers must begin by finding out students’ prior knowledge or conceptions and then design learning activities that will change these pre-instructional concepts.

6. Role of the Teacher • Constructivism theory brings the role of the teacher as that of a facilitator of learning, not as the fountain of learning. He/she instead encourages students to explore multiple knowledge sources, make sense of it, and personally organize the information taken from different sources. • As generally observed, less knowledgeable and experienced learners will interact with content in less intellectually robust ways, but the goal is to involve students in the process of acquiring and retaining information.

7. Responsibility for Learning • In recent years, work on self-regulated learning has advanced, and the goal of 21st century education ought to be the creation of independent, autonomous learners who assume responsibility for their own learning. Adults are known to be capable of self-directed learning and that continuous learning occurs across their career span and lifetime.

8. Evaluation Purpose and Process • The literature on self-directed learning also underscores the importance of assessment, only in this case it is the ability of students to self-assess accurately. Sophisticated learners know when they do or do not understand something. They can review a performance and identify what needs improvement. They have mechanisms for its collections and methods for evaluating it and acting on it.

9. Four Principles of Student-centered Approach

10. Top 20 Principles for Pre K–12 Teaching and Learning “Psychological science has much to contribute to enhancing teaching and learning in the classroom. Teaching and learning are intricately linked to social and behavioral factors of human development, including cognition, motivation, social interaction, and communication” (APA, 2015, p.8)

11. Thank you for participating!