TYPES OF LEARNING learning plan or pathway that best suits the needs of

1. Motor Learning. It is a form of learning for one to each individual learner.”

maintain and go through daily life activities.
In a student-centered learning environment, the teacher
Examples : walking, running, driving, climbing and
helps to create an environment that is personal to each
the like.
student’s learning needs. The teacher serves as an
2. Verbal Learning. It involves the spoken language architect of each student’s learning experience.”
as well as the communication devices used. Signs,
pictures, symbols, words, figures, sounds are tools As our society becomes increasingly more dependent on
used in such activities technology, it is even more important that students
graduate high school prepared with the knowledge and
3. Concept Learning. A form of learning which the 21stcentury skills they need to enter the workforce
requires the use of higher-order mental processes and/or further their education.
like thinking, reasoning, analyzing. It involves two
processes: abstraction and generalization.
4. Discrimination Learning. Learning to differentiate
between stimuli and responding appropriately to
stimuli. Ex. Distinguishing the sound of horns
5. Learning of Principles. It is learning principles
related to science, mathematics, grammar, and the
like. -Principles showing the relationship between
two or more concepts
6. Problem Solving. This is a higher order thinking
process. It requires the use of cognitive abilities—
imagination, observation, thinking, reasoning
7. Attitude Learning. Attitude is a predisposition
which determines and predicts behavior. Learned
attitudes influence one’s behavior toward people,
objects, things, or ideas.

DEFINING LEARNER-CENTERED
Is the perspective that focuses on individual learners-
their heredity, experiences, perspectives, backgrounds,
talents, interests, capacities, and needs, with a focus on
learning— •the best available knowledge about learning
and how it occurs, and about teaching practices that are
most effective in promoting the highest levels of
motivation, learning and achievement for all learners
Learner-centered instruction empowers learners to
participate actively in the learning process. Unlike more
traditional teacher-centered approaches which focus on
the instructor, this model places the learner at the center
of the learning process.
The role of the instructor goes beyond transmitting
knowledge, as they take on the responsibility of
facilitating active learning experiences for the learners.
At the same time, learners take on a more proactive role,
influencing course content and activities and actively
reflecting on their learning.
“In a truly student-centered learning environment,
teachers and students work collaboratively to co-create a
PRINCIPLES OF LEARNER-CENTERED: 4. Allow students to make decisions about what
• They pertain to the learner and the learning process content to learn
• They focus on psychological factors (motivation, When students can make choices about what they want
perception, learning, and attitude or belief system) to learn, you enhance their motivation to engage with
• They deal with the external factors (Extracurricular course content since they can pursue their own interests
Activities, Family Problems, Work and Financial, related to the content (Weimer, 2012). For example, you
Social and other Problems) that interact with can assign students a research paper and allow them to
internal factors (health, intelligence, talents, select from a variety of topics. Or, you can allow
interests, motivations, and student learning students to submit an assignment as a paper or video.
methods)
5. Promote student-to-student interaction
• They are seen as an organized set of principles; no
Learner-centered teaching strategies emphasize student-
principle to be viewed in isolation
to-student interaction since students will learn about
• The principles are classified under cognitive,
course content and the learning process by seeing how
metacognitive, affective, developmental, social, and
their peers think. As the instructor, you help facilitate
individual difference factors related to learning.
meaningful student-to-student interaction by teaching
• These principles apply not only to all learners but to
students how to collaborate (Weimer, 2012). For
everybody involved in the educational system–
example, before you ask students to work in groups to
teachers, administrators, parents, staff and guidance
demonstrate discussion content or summarize the
counselors
week’s content, you can give them a few short articles to
read about how to have a productive collaboration.
EXAMPLES OF LEARNER-CENTERED
TEACHING PARADIGM SHIFT: FROM TEACHER-
CENTERED TO LEARNER-CENTERED
1. Teach students to think for themselves TEACHING
Asking students to generate discussion questions or
summarize the weekly discussion are two ways you can PARADIGM
ask students to think about what they are learning and − a typical example or pattern of something; a model.
what it means and to assume responsibility for their − A paradigm is a standard, perspective, or set of
learning. Prior to asking students to generate discussion ideas. A paradigm is a way of looking at something.
questions or summarize the week’s content, it is The word paradigm comes up a lot in the academic,
important that you model how to do both of those scientific, and business worlds. A new paradigm in
activities so that students get a sense of what they are business could mean a new way of reaching
supposed to do and how to do it. customers and making money.

2. Teach students vital skills they need to learn PARADIGM SHIFT

Weimer (2012) explains “Learner-centered teachers − an important change that happens when the usual
teach students how to think, solve problems, evaluate way of thinking about or doing something is
evidence, analyze arguments, generate hypotheses—all replaced by a new and different way.
those learning skills essential to mastering material in − A paradigm shift can result after the accumulation
the discipline” (para. 3). Students do not necessarily of anomalies or evidence that challenges the status
know how to demonstrate these skills, so designing quo, or due to some revolutionary innovation or
activities that allow students to practice is important. discovery.
For example, after sharing a few lecture outlines or
demonstrating in a short video how to evaluate PHILOSOPHICAL PERSPECTIVES
evidence, you can ask your students to create their own − philosophy comes from two Greek words, philos,
lecture outlines or evidence summaries (Weimer, 2012). which means friend or lover, and sophia, which
3. Teach students to reflect on how and what they means wisdom. So philosophy is the love of
are learning wisdom and, more importantly, the philosopher is
A key premise of learner-centered teaching is that the friend or, better, lover of wisdom.
students need to know how to learn and how to evaluate − wisdom. noun [ U ] /ˈwɪz·dəm/ the ability to make
whether they are learning. To help students develop the good judgments based on what you have learned
skill of reflection, include questions in assignments and from your experience, or the knowledge and
activities that ask students about the process they went understanding that gives you this ability.
through to complete the task or about how they
addressed any learning challenges (Weimer, 2012).
− Philosophy the study of the fundamental nature of − William C. Bagley (1874–1946) was one of the
knowledge, reality, and existence, especially when most influential advocates of essentialism. Bagley
considered as an academic discipline. believed that education was not supposed to change
− Philosophy is the systematic study of ideas and society but to preserve it.
issues, a reasoned pursuit of fundamental truths, a − William Bagley, took progressivist approaches to
quest for a comprehensive understanding of the task in the journal he formed in 1934. Other
world, a study of principles of conduct, and much proponents of Essentialism are: James D. Koerner
more. (1959), H. G. Rickover (1959), Paul Copperman
− Perspective empowers us with the power of (1978), and Theodore Sizer (1985).
reasoning.
− Philosophical thinking involves the evaluation, PERENNIALISM
criticism, and defense of the values held by a − Perennialism is a Teacher-centered philosophy in
particular society. (Go Slow to Go Fast. Focus on which it is the responsibility of the teacher to ensure
What's Essential. Think in Shades of Grey. Spot the that students gain cultural literacy and learn about
Weakness in an Argument. Be Intellectually the greatest achievement in the greater field.
Humble. Knock Down Your Own Ideas. Consider − The central aim of education should be develop the
Alternative Possibilities. There's No Right Thing.) power of thought.
− The school’s curriculum should emphasize the
TEACHER-CENTERED PHILOSOPHIES recurrent themes of human life. Focuses on
ESSENTIALISM attaining cultural literacy, stressing student’s
− Essentialism is the view that objects have a set of growth in enduring disciplines.
attributes that are necessary to their identity. In − Role of Perennialist Teacher. The teacher must be a
early Western thought, Plato's idealism held that all master of discipline. The teacher has the authority
things have such an "essence"—an "idea" or and expertise not to be questioned.
"form". − The Perennialist Classroom. The classroom is
− “Essence precedes existence” teacher-centered. Teachers are not concerned about
− It was Plato who said that the surrounding world is students’ interest or experiences.
a world of essences – ideas, values, ideals, thought − The Students. Passive listener. Active thinker/
etc. and the purpose of life is to discover these learner.
essences. Essences are already there and they − Implication of Education. Perennialism represents a
precede existence. conservative theoretical view centered in the
− traditional or back-to-basic approach. (to a culture authority of tradition and the classics. Truth is
should be taught to all alike by time-tested universal and does not depend on the circumstances
methods) of place, time or person.
− “Existence precedes essence” It means that first we − For Perennialists, the aim of education is to ensure
discover that we exist, then we have to figure out that students acquire understandings about he great
what we are. ideas of Western civilization. These ideas have the
− Jean-Paul Sartre's philosophical concept of potential for solving problems in any era. The
'Existence precedes essence' is one of the most focus is to teach ideas that are everlasting, to seek
influential ideas of the 20th century. Sartre believed enduring truths which are constant, not changing, as
that everyone has the freedom to choose their the natural and human worlds at their most essential
actions, and it is through those actions that an level, do not change. Teaching these unchanging
individual's essence is formed. principles is critical. Humans are rational beings,
− According to Plato, if essence precedes existence, and their minds need to be developed. Thus,
then someone would have to come up with the idea cultivation of the intellect is the highest priority in a
of humans before they could be physically worthwhile education. The demanding curriculum
manifested. focuses on attaining cultural literacy, stressing
− The idea that Existence precedes Essence is that – students' growth in enduring disciplines. The loftiest
for human beings –there is no predefined pattern accomplishments of humankind are emphasized–
that we must fit into. the great works of literature and art, the laws or
− Essentialism is the educational philosophy of principles of science. Advocates of this educational
teaching basic skills. (3r) philosophy are Robert Maynard Hutchins who
− This philosophy stresses core knowledge in reading, developed a Great Books program in 1963 and
writing, math, science, history, foreign language, Mortimer Adler, who further developed this
and technology. The tools include lecturing, curriculum based on 100 great books of western
memorization, repetition, practice, and assessment. civilization.
 teachers encourage learners to be self-directed.
Thus we see how behaviorism is teacher-centered,
LEARNER-CENTERED PHILOSOPHIES whereas constructivism, connectivism, humanism,
PROGRESSIVISM and cognitivism are learner-centered approaches.
− Progressivism is a theory of education that is − Humanistic teachers believe that students will be
concerned with "learning by doing “ that children motivated to learn a subject if it's something they
learn best when pursuing their own interests and need and want to know. The goal of education
satisfying their own needs. should be to foster students' desire to learn and
− Characteristics : teach them how to learn. Students should be self-
 Emphasis on learning by doing motivated in their studies and desire to learn on
 Strong emphasis on problem solving and their own.
critical thinking − Students' learning should be self-directed.
 Collaborative and cooperative learning projects − Schools should produce students who want and
− The teacher : know how to learn.
 The human elements, human beings are given − The only form of meaningful evaluation is self-
more importance. has to meet the needs of evaluation.
pupil as good human being − Feelings, as well as knowledge, are important in the
 As a facilitator or guide learning process.
 Determine student interest. − Students learn best in a nonthreatening
− Progressivists believe that education should focus environment.
on the whole child, rather than on the content or the
teacher. This educational philosophy stresses that CONSTRUCTIVISM
students should test ideas by active − based on the premise that we construct learning new
experimentation. Learning is rooted in the questions ideas based on our own prior knowledge and
of learners that arise through experiencing the experiences. Learning, therefore, is unique to the
world. It is active, not passive. The learner is a individual learner.
problem solver and thinker who makes meaning − Students adapt their models of understanding either
through his or her individual experience in the by reflecting on prior theories or resolving
physical and cultural context. Effective teachers misconceptions.
provide experiences so that students can learn by − This learning theory focuses on learning as an
doing. Curriculum content is derived from student active process, which is personal and individual for
interests and questions. The scientific method is each student.
used by progressivist educators so that students can − As students are constructing their own knowledge
study matter and events systematically and first base, outcomes cannot always be anticipated,
hand. The emphasis is on process-how one comes to therefore, the teacher should check and challenge
know. The Progressive education philosophy was misconceptions that may have arisen.
established in America from the mid 1920s through − Teachers in constructivist classrooms act as more of
the mid 1950s. John Dewey was its foremost a guide to helping students create their own learning
proponent. One of his tenets was that the school and understanding.
should improve the way of life of our citizens − They help them create their own process and reality
through experiencing freedom and democracy in based on their own past. This is crucial to helping
schools. Shared decision making, planning of many kinds of students take their own experiences
teachers with students, student-selected topics are and include them in their learning.
all aspects. Books are tools, rather than authority. Types :
a. Cognitive constructivism focuses on the idea that
HUMANISM learning should be related to the learner’s stage of
− Humanism is a student-centered philosophy that cognitive development.
focuses on enhancing one's innate goodness, rejects b. Social constructivism focuses on the collaborative
the idea of group-oriented education, and upholds nature of learning. Knowledge develops from how
the idea of enhancing individual development. people interact with each other, their culture, and
− This philosophy also believes that students should society at large.
be actively involved with their education on all c. Radical constructivism It focuses on the idea that
levels, and students should be able to make choices learners and the knowledge they construct tell us
about what they will be learning. nothing real, only help us function in our
− Why humanism is under learner-centered teaching? environment. The overall idea is that knowledge is
It focuses on learner autonomy and potential, where invented, not discovered.
− "The passive view of teaching views the learner as − Behaviorism is a theory of learning based on the
‘an empty vessel’ to be filled with knowledge,“ idea that all behaviors are acquired through
explains Simply Psychology, "whereas conditioning, and conditioning occurs through
constructivism states that learners construct interaction with the environment.
meaning only through active engagement with the − Behaviorists believe that our actions are shaped by
world (such as experiments or real-world problem environmental stimuli.1
solving)." − In simple terms, according to this school of thought,
− Constructionism is a learning theory developed by also known as behavioral psychology, behavior can
Seymour Papert. He was inspired by Piaget’s be studied in a systematic and observable manner
experimental learning theory and believes that regardless of internal mental states.
children construct their new knowledge by − 2 Behavioral theory also says that only observable
constructing physical and manipulative materials, behavior should be studied, as cognition, emotions,
like blocks, beads, and robotics kits. and mood are far too subjective.
− Constructivism is the theory that says learners − Strict behaviorists believe that any person—
construct knowledge rather than just passively take regardless of genetic background, personality traits,
in information. As people experience the world and and internal thoughts— can be trained to perform
reflect upon those experiences, they build their own any task, within the limits of their physical
representations and incorporate new information capabilities. It only requires the right conditioning.
into their pre-existing knowledge (schemas). Types:
− Related to this are the processes of assimilation and a) Classical Conditioning. Classical conditioning is a
accommodation. Assimilation refers to the process technique frequently used in behavioral training in
of taking new information and fitting it into an which a neutral stimulus is paired with a naturally
existing schema. Accommodation refers to using occurring stimulus. Eventually, the neutral stimulus
newly acquired information to revise and redevelop comes to evoke the same response as the naturally
an existing schema. occurring stimulus, even without the naturally
− For example, if I believe that friends are always occurring stimulus presenting itself. Throughout the
nice, and meet a new person who is always nice to course of three distinct phases of classical
me I may call this person a friend, assimilating conditioning, the associated stimulus becomes
them into my schema. Perhaps, however, I meet a known as the conditioned stimulus and the learned
different person who sometimes pushes me to try behavior is known as the conditioned response.
harder and is not always nice. I may decide to Such as Ivan Pavlov's dogs hearing a bell (neutral)
change my schema to accommodate this person by and expecting food (positive). The learned behavior
deciding a friend doesn’t always need to be nice if is called a conditioned response. In Pavlov's
they have my best interests in mind. Further, this experiment, the food was the unconditioned
may make me reconsider whether the first person stimulus. An unconditioned response is an
still fits into my friend schema. automatic response to a stimulus. The dogs
Consequences of constructivist theory are that: salivating for food is the unconditioned response in
− Students learn best when engaged in learning Pavlov's experiment. A conditioned stimulus is a
experiences rather passively receiving information. stimulus that can eventually trigger a conditioned
− Learning is inherently a social process because it is response.
embedded within a social context as students and b) Operant Conditioning. Operant conditioning,
teachers work together to build knowledge. sometimes referred to as instrumental conditioning,
− Because knowledge cannot be directly imparted to is a method of learning that occurs through
students, the goal of teaching is to provide reinforcement and punishment. Through operant
experiences that facilitate the construction of conditioning, an association is made between a
knowledge. behavior and a consequence for that behavior. This
− This last point is worth repeating. A traditional behavioral approach says that when a desirable
approach to teaching focuses on delivering result follows an action, the behavior becomes more
information to students, yet constructivism argues likely to happen again in the future. Conversely,
that you cannot directly impart this information. responses followed by adverse outcomes become
Only an experience can facilitate students to less likely to reoccur. Positive reinforcement to
construct their own knowledge. Therefore, the goal increase a behavior, negative reinforcement to
of teaching is to design these experiences. decrease a behavior.
c) Observational learning - describes the process of
THEORIES OF LEARNING learning by watching others, retaining the
BEHAVIORISM information, and then later replicating the behaviors
 that were observed. After witnessing an older − Connectivism was first introduced in 2005 by two
sibling being punished for taking a cookie without theorists, George Siemens and Stephen Downes
asking, the younger child does not take cookies − Connectivism is a relatively new learning theory
without permission. Specifically, Bandura and that suggests students should combine thoughts,
Jeffrey (1973) described four processes that account theories, and general information in a useful
for learning from observation: attentional, retention, manner.
motor reproduction, and motivational. Bandura and − It accepts that technology is a major part of the
Jeffery (1973) say, “Within this framework learning process and that our constant
acquisition of modeled patterns is primarily connectedness gives us opportunities to make
controlled by attention and retention processes. choices about our learning.
1. Attention: Observers cannot learn if they are not − It promotes group collaboration and discussion,
actually paying attention. allowing for different viewpoints and perspectives
2. Retention: The observation must be placed in when it comes to decision-making, problem-
memory. solving, and making sense of information.
3. Reproduction: The observer has the ability to − Connectivism promotes learning that happens
reproduce the observed behavior. outside of an individual, such as through social
4. Motivation: Without motivation to engage in the media, online networks, blogs, or information
behavior, it will not be reproduced. databases.
− In connectivism, students are seen as “nodes” in a
COGNITIVISM network. A node refers to any object that can be
− from latin base cognitio- "know together “ connected to another object, like a book, webpage,
− The Learning Theory of Cognitivism concentrates person, etc.
on how a person's mind receives, organizes, saves − Connectivism is based on the theory that we learn
and retrieves information. The cognitive theory when we make connections, or “links,” between
believes that the human mind functions like an various "nodes" of information, and we continue to
information processor or computer. Therefore, the make and maintain connections to form knowledge.
cognitivist approach looks beyond noticeable Ways to incorporate connectivism in the classroom:
behaviour, considering learning as an internal Social media
mental process. − One way teachers implement connectivism is
− Cognitivists believe that humans learn from through the use of classroom social media. This can
thinking. They believe that we learn from our help boost class engagement and open the lines of
experiences and that we can change our behaviors discussion among students and teachers.
based on new information. Knowledge is Gamification
considered an internal process rather than a product.
− Gamification takes assignments and activities and
− Cognitive learning theories are based on the idea puts them into a competitive game to make learning
that knowledge acquisition occurs when learners more of an interactive experience.
actively engage in problem-solving activities.
− Cognitivism is a learning theory that focusses on There are many learning-based apps and instructional
how information is received, organized, stored and technologies teachers can use to add an element of
retrieved by the mind. It uses the mind as an gamification to the classroom.
information processer, like a computer. Therefore, − One example is DuoLingo, an online learning tool
cognitivism looks beyond observable behaviour, that helps students learn languages through fun,
viewing learning as internal mental processes. game-like lessons. Teachers can track students'
− Helping students find new solutions to problems. progress while students can earn “points” for
Encouraging discussions about what is being taught. progressing through lessons.
Helping students explore and understand how ideas Simulations
are connected. Asking students to justify and − Simulations engage students in deep learning that
explain their thinking. empowers understanding as opposed to surface
learning that only requires memorization. They also
CONNECTIVISM add interest and fun to a classroom setting.
− “Knowledge has many authors, knowledge has − Take, for example, a physics class where students
many facets, it looks different to each person, and it create an electric circuit with an online program.
changes moment to moment. A piece of knowledge Instead of being instructed via a book or classroom
isn’t a description of something, it is a way of lecture, they’re learning about physics by
relating to something.” – Stephen Downes simulating an actual physical setup