Understanding Learner-Centered Teachings

ppt for teaching the course

1. Understanding Learner-Centered Teaching FACILITATING LEARNER – CENTERED TEACHING LESSON 1:

2. Understanding Learner-Centered Teaching FACILITATING LEARNER – CENTERED TEACHING Demonstrate knowledge and understanding of learner-centered teaching. Objective: Relate learner-centered principles to actual life experiences

3. FACILITATING LEARNER – CENTERED TEACHING What do you know about learner-centered teaching ? TASK 1

4. FACILITATING LEARNER – CENTERED TEACHING What is Learner-Centered Teaching ? Teaching is an interactive process. The teacher acts as the learning facilitator while the learners are active participants in the teaching-learning process. As a learning facilitator, the teacher provides the learners with varied opportunities to enhance their knowledge, skills, and attitudes while emphasizing the 21 st century skills of collaboration, communication, critical thinking and problem solving, and creative thinking and innovation.

5. FACILITATING LEARNER – CENTERED TEACHING I CARED: I – Interactive – Innovative – Interdisciplinary C – Collaborative – Contextualized A – Active – Authentic R – Responsive – Relevant E – Exploratory – Experiential D – Developmentally appropriate

6. FACILITATING LEARNER – CENTERED TEACHING As learning facilitators, teachers must creatively plan varied interactive learning activities in the classroom. These activities should be in the context of learners’ developmental stages, needs, skills, abilities, interests, feelings, cultures, lives, and experiences.

7. METACOGNITION FACILITATING LEARNER – CENTERED TEACHING LESSON 2:

8. FACILITATING LEARNER – CENTERED TEACHING What you just did while answering the questionnaire and analyzing your scores is an exercise in metacognition. You stopped for a moment and thought about how you study and learn. You were reminded of your strengths and weaknesses, then you wrote what it is that you can do to improve your study habits. Hopefully, this will help you start to learn more effectively. The most important goal of education is to teach students how to learn on their own. “ If you teach a person what to learn, you are preparing that person for the past. If you teach a person how to learn, you are preparing that person for the future”. - Cyril Houle

9. FACILITATING LEARNER – CENTERED TEACHING It is vital that students acquire the skills of how to learn; and these skills enable them to learn not just while they are in school but for a lifetime. This entails a deeper awareness of how one processes information, the ability to evaluate his own thinking and to think of ways to make his own learning process more effective. All these involve metacognition .

10. FACILITATING LEARNER – CENTERED TEACHING What is METACOGNITION? This appears to be such a high-sounding word that some people are confused about even before they actually spend time to find out what it really means. It is not at all that complicated. In fact, we do metacognitive activities so often in our daily lives. When you sense that you are experiencing some difficulty with a topic you are studying, and you try out different strategies to learn better, you are practicing metacognition. The word maybe long, seems to be so intangible but it is worth focusing on because it can help you to be more successful learner. When you become a teacher, it can also help your students to learn more efficiently and effectively.

11. FACILITATING LEARNER – CENTERED TEACHING The term “metacognition” was coined by John Flavell. According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. METACOGNITION , simply put, is “thinking about thinking” or “learning how to learn” . It refers to higher order thinking which involves active awareness and control over the cognitive processes engaged in learning. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables, and strategy variables .

12. FACILITATING LEARNER – CENTERED TEACHING PERSON VARIABLES. This includes how one views himself as a learner and thinker. Knowledge of person variables refers to knowledge about how human beings learn and process information, as well as individual knowledge of one’s own learning processes. For example, you may be aware that you study more effectively if you study very early in the morning than late in the evening, and that you work better in a quiet library rather than at home where there are a lot of things that make it hard for you to focus and concentrate.

13. FACILITATING LEARNER – CENTERED TEACHING TASK VARIABLES. Knowledge of task variables includes knowledge about the nature of the task as well as the type of processing demands that it will place upon the individual. It is about knowing what exactly needs to be accomplished, gauging its difficulty and knowing the kind of effort it will demand from you. For example, you may be aware that it takes more time for you to read and comprehend a book in educational philosophy than it is for you to read and comprehend a novel.

14. FACILITATING LEARNER – CENTERED TEACHING STRATEGY VARIABLES. Knowledge of strategy variables involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective. If you think your strategy is not working, then you may think of various strategies and try out one to see if it will help you learn better. Terms like meta-attention and meta-memory are related to strategy variables.

15. FACILITATING LEARNER – CENTERED TEACHING META-ATTENTION Is the awareness of specific strategies so that you can keep your attention focused on the topic or task at hand. META-MEMORY Is your awareness of memory strategies that work best for you.

16. FACILITATING LEARNER – CENTERED TEACHING Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that a goal is met. For example, a student may use knowledge in planning how to do homework: “I know that I have more difficulty with my science assignments than English and find Araling Panlipunan easier, so I will do my homework in science first, then Language Arts, then Araling Panlipunan .

17. FACILITATING LEARNER – CENTERED TEACHING METACOGNITIVE STRATEGIES TO FACILITATE LEARNING Researches such as that of Fang and Cox showed that metacognitive awareness was evident in preschoolers and in students as young as eight years old. Children already have the capacity to be more aware and reflective of their own learning. However, not many have been taught and encouraged to apply metacognition. The challenge then to future teachers like you is to integrate more activities that would build the your students’ capacity to reflect on their own characteristics as learners (self-knowledge), the tasks they are to do (task knowledge) and the strategies that they can use to learn (strategic knowledge) .

18. FACILITATING LEARNER – CENTERED TEACHING Remember, metacognition is like any other thing you will teach. Metacognition involves knowledge and skills which you and your students can learn and master. Here are some examples of teaching strategies to develop metacognition: 1. Have students monitor their own learning and thinking. (Example: have a student monitor a peer’s learning/thinking/behaving in dyad) 2. Teach students study or learning strategies .

19. FACILITATING LEARNER – CENTERED TEACHING TQLR – This can be taught to younger students (primary grades). It is a metacognitive strategy before listening to a story or presentation. T is for TUNE IN. It is important for the learner himself to be aware that he is paying attention, and that he is ready to learn. Q is for QUESTION. The learner is given questions or he thinks of questions about what he will soon learn. L is for LISTEN. The learner then intentionally exerts effort to listen. He becomes aware if he is momentarily detracted and goes back to listen again.

20. FACILITATING LEARNER – CENTERED TEACHING TQLR – This can be taught to younger students (primary grades). It is a metacognitive strategy before listening to a story or presentation. R is for REMEMBER. The learner uses ways or strategies to remember what was learned.

21. FACILITATING LEARNER – CENTERED TEACHING PQ4R – This is usually for older students in the intermediate levels ang onwards. This strategy is used to study a unit or chapter. P - PREVIEW. Scan the whole chapter before delving on each paragraph. Check out the objectives. Look for outlines or advance organizers that will give you an idea about the important topics and ideas in the chapter. Ready the summary of the chapter first. (But please don’t stop at the summary alone. This is not a good idea at all. Read the whole chapter.)

22. FACILITATING LEARNER – CENTERED TEACHING PQ4R – This is usually for older students in the intermediate levels ang onwards. This strategy is used to study a unit or chapter. Q – QUESTION. Read the guide questions provided, or think of your own questions about the topic. R – READ. Check out sub headings as you read. Pay attention on words that are printed in bold or italicized. Find out the meaning of words that are not clear to you. Use a marker or colored pencil to highlight important words or phrases. (Do not highlight the whole paragraph.)

23. FACILITATING LEARNER – CENTERED TEACHING PQ4R – This is usually for older students in the intermediate levels ang onwards. This strategy is used to study a unit or chapter. R – RECITE. Work on answering the questions you had earlier. R – REVIEW. Pinpoint topics you may need to go back to and read in order to understand better. R – REFLECT. Think about what you read. Is everything clear to you? What are the main points you learned? How is this relevant or useful to you?

24. FACILITATING LEARNER – CENTERED TEACHING 3. Have students make predictions about information to be presented next based on what they have read. 4. Have students relate ideas to existing knowledge structures. (It is important to have relevant knowledge structures well learned.) 5. Have students develop questions; ask questions of themselves, about what’s going on around them (Have you asked a good question today?)

25. FACILITATING LEARNER – CENTERED TEACHING 6. Help students to know when to ask for help . (He/she must be able to self-monitor; require students to show how they have attempted to deal with the problems of their own.) 7. Show students how to transfer knowledge, attitudes, values, skills to other situations or tasks.