Romblon State University

Cajidiocan Campus
Cajidiocan, Romblon

Prof Ed 5 Facilitating Learner- Centered Teaching

UNIT 1 Angelica R. Rico, LPT

Teacher Education Department
RSU- Cajidiocan Campus
 The following presentation and collection of
resources will focus on students developing the
skills to achieve the following:

1 2 3
differentiate learner-centered discuss the need to shift from discuss the varied
teaching from other teaching teacher-centered teaching to learner- roles of the teacher
approaches (e.g. teacher- centered teaching based on in learner-centered
centered approach) as applied in philosophical foundations, teaching teaching and
various teaching areas; principles and current research; and learning.
 List down the things that you Know, what you Want to know, and what have you Learned.

What you What you What have

Know Want to you learned
know
What you already know about What you want to know (or What you have learned (after the
the topic questions you have) about the lesson or unit)
topic
- Learner- centered teaching
means inverting the
traditional teacher- centered
understanding of the
learning process and putting
students at the center of the
learning process.
Note: In the teacher- centered
classroom, teachers are the
primary source of knowledge.
Here are some of the description of the learner- centered teaching.

It is an approach to teach that focuses on student learning rather than on what the teacher is
doing

Learner- centered teaching is not one specific teaching method

Many different instructional methods can use a learner- centered approach.

The path to good teaching can be much easier to navigate when we view students as our travelling
companions.

The more we know about them and how they learn, the more likely we are to experience the joy of
teaching.
 1 2 3 4
• Learner- centered • Emphasizes what the • It focuses on skills and • It insist the learners to
approach shifts the focus learners do as against practices in a lifelong actively construct their own
of activity from the what the teacher learning, creative thinking knowledge.
teacher to the learners does. and independent problem-
solving
1. Learner- centered teaching engages students in the hard, messy work of learning.
- On traditional teaching in most classes teachers are working much harder than students.

2. Learner- centered teaching includes explicit skill instruction.

- Students learn how to think, solve problems, decision making, team work, evaluate
evidence, analyze arguments, generate hypotheses – all those learning skills essential to
mastering material in the discipline.

3. Learner- centered teaching encourages students to reflect on what they are learning and
how they are learning it.
- They challenge student assumptions about learning and encourage them to accept
responsibility for decisions they make about learning.

4. Learner- centered teaching motivates students by giving them some control over learning
processes.
- Teachers make most of the decisions about learning for students. Teachers decide what
students should learn, how they learn it, the pace at which they learn, the conditions
under which they learn and then teachers determine whether students have learned.

5. Learner- centered teaching encourages collaboration

- Learner- centered teachers work to develop structures that promote shared commitments
to learning.
 Prof Ed 5 Facilitating Learner- Centered
Teaching

PHILOSOPHICAL
FOUNDATION
UNIT 1
 WHAT IS
PHILOSOPHICAL
FOUNDATION?
- The philosophical foundation of
curriculum helps determine the
driving purpose of education, as
well as the roles of the various
participants.
- While all foundations propose to
set goals of curriculum,
philosophy presents the manner
of thinking from which those
goals are created.
 Existential Questions School Questions
• What is life? • Why do I teach?
• Who am I? • What should I teach?
• Why am I here? • How should I teach?
• What am I living for? • What is the nature of the learner?
• What is reality? • How do we learn?
• Is the universe real?
• What is good to do?
• How shall I live life meaningfully?
Philosophical
Foundation
• Realism
• Idealism
• Existentialism
• Constructivism
• Naturalism

From teacher- centered to

learner-centered
teaching
Philosophical
Perspectives
Teacher- Centered Learner- Centered
Philosophies Philosophies
• Essentialism • Progressivism
• Perennialism • Humanism
• Constructivism
Teacher- Centered Philosophies
 Focus is on instructor
 Focus is on language forms and structures (what
the instructor knows about the language)
 Instructor talks; students listen
 Students work alone
 Instructor monitors and corrects every student
utterance
 Instructor answers students’ questions about
language
 Instructor chooses topics
 Instructor evaluates student learning
 Classroom is quiet
Learner- Centered Philosophies
 Focus is on both students and instructor
 Focus is on language use in typical situations (how students will
use the language)
 Instructor models; students interact with instructor and one
another
 Students work in pairs, in groups, or alone depending on the
purpose of the activity
 Students talk without constant instructor monitoring; instructor
provides feedback/correction when questions arise
 Students answer each other’s questions, using instructor as an
information resource
 Students have some choice of topics
 Students evaluate their own learning; instructor also evaluates
 Classroom is often noisy and busy
 • Teacher-Centered Philosophies are essential for the longevity
of education and the continued influence of teachers in the
classroom.
• The teacher is an expert on the subject matter and the
students are there to learn from a "master”.

Teacher-
• The teacher is in full control of the course.
• He or she selects the projects/texts. The work is produced for

Centered
and graded by the teacher.
• The teacher dispenses wisdom and the students absorb it.

Philosophies
• Teacher-centered philosophies are those that transfer
knowledge from one generation of teachers to the next.
• In teacher-centered philosophies, the teacher’s role is to
impart a respect for authority, determination, a strong work
ethic, compassion for others, and sensibility.
• Teachers and schools succeed when students prove, typically
through taking tests, that they have mastered the objectives
they learned.
Essentialism
 William C. Bagley (1874-1946)
– was one of the most influential advocates of essentialism.
– He believed that education was not supposed to change society but to
preserve it.
 Traditional way of teaching
 Back to Basic, traditional academic disciplines.
 Refers to traditional or back basic approach of teaching
 The teachers impart knowledge mainly through conducting lectures, during
which students are expected to take notes.
 Essentialism is the educational philosophy of teaching basic skills.
 This philosophy advocates training the mind.
 Essentialist educators focus on transmitting difficult topics and promotion of
students to the next level or grade.
 Subjects are focused on the historical context of the material world and
culture, and move sequentially to give a solid understanding of the present
day
 This philosophy stresses core knowledge in reading, writing, math, science,
history, foreign language, and technology. The tools include lecturing,
memorization, repetition, practice, and assessment.
Perennialism
 The word itself means, “eternal”, everlasting.
 Timeless
 Can’t Change
 Classic
 Some Ideas in the past are still relevant today
 A teacher-centered educational philosophy that focuses on everlasting ideas and universal truths.
 primarily concerned with the importance of mastery of the content and development of reasoning
skills.
 Focuses on everlasting ideas and universal truths learned from art, history, and literature.
 Perennialism is similar to essentialism in that teachers guide the educational process, 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 science to
reinforce universal ideas that have the potential to solve any problem in any era.
 A perennialism teacher would have a classroom in which all the students are treated the same
way
 Material is taught and delivered to the students whether they like it or not.
 Perennialism is stated as being a cousin to essentialism because they both advocate teacher-
centered classrooms, both tolerate little flexibility in the curriculum, both implement rigorous
standards and both aim to sharpen student
 Perennialists organize their schools around books, ideas, and concepts.
 • Students are the focus.
• Knowledge and learning is created by the class
• Everyone learns from each other - including the teacher.
• Focusing on the needs of students
• Student-centered philosophies focus more on training individual
students

Learner- • Less authoritarian, less concerned with the past and “training the
mind”, and more focus put on individual needs.

Centered •
•
Preparing students for a changing future
Learner-centered philosophies

Philosophies
• These philosophies place more emphasis on the individuality of
students and helping them to realize their potential

Three types of student-centered philosophies will

be discussed which are
• Progressivism
• Constructionism
• Humanism
 Progressivism
 In order to meet the needs of the students - growing child: A
Progressivist should :
 Oppose bookish and Impose methods of Instructions to learn by
doing things.
 Oppose learning through memorization.
 There must be interaction / experience.
 Oppose the use of fear as form of discipline absence of fear of
punishment.
 Emphasize Changes:
 Man is a social animal who learns well through active interplay
with others and that learning increases when engaged in
activities that has meaning in him.
 The progressivist classroom is about exploration and experience.
 Teachers act as facilitators in a classroom where students
explore physical, mental, moral, and social growth.
 Most Responsible for this Philosophy/ Movement is John Dewey.
 Humanism
 Was set in the Renaissance period which was rooted in the social
and economic changed:
 Its educational aims to get the most possible out of life (Live life to
the fullest)
 Individual Freedom
 Characterized by freedoms of thought in to guide action for
resolving, problematic situations.
 De FELTRE: Follower of Humanism his method is the replacement of :
– Lectures to (Books, Ppt, Written Reports)
– Written Themes to (Oral Discourse)
– Developing balance between mental and physical activity,
developing power to think.
 Outstanding Follower: ERASMUS
– Erasmus known for the method of the need to
– study child carefully for individualized instruction.
 Importance of Games and exercise in education
 Motivation and the use of praise and rewards
 Gentleness as opposed to punishment
Constructivism
 Constructivism's central idea is that human
learning is constructed, that learners build new
knowledge upon the foundation of previous
learning.
 This prior knowledge influences what new or
modified knowledge an individual will construct
from new learning experiences (Phillips, 1995).
 Process of adjusting our mental modes to
accommodate new experiences
 Knowledge is not a thing that can be simply
deposited by the teachers, into empty mind of
the learners. Rather, knowledge is constructed by
learners through an active mental process and
development.
 Dimensions of learner-
centered teaching
A. THE FUNCTION OF CONTENT

In addition to building a knowledge base, the content

facilitates students to

• Practice using inquiry or ways of thinking in the discipline

• Students engage in most of the content to make it their
own, students make meaning out of the content
• Learn to solve real problems

How do you decide how to conduct or teach the course after

you selected the content to teach?
 Dimensions of learner-
centered teaching
B. THE ROLE OF A TEACHER

• A teacher’s role is to “shape the life chances of young

people by imparting knowledge – bringing the curriculum
to life,” says Harry Cutty.
• Teachers play vital roles in the lives of the students in their
classrooms.
• Teachers serve many other roles in the classroom.

WHAT IS THE ROLE OF A TEACHER?

• Teaching Knowledge
• Creating classroom environments
• Role model
• Mentoring
Learner-Centered
Teaching
• Being learner- centered means adopting a
bottom- up approach to curriculum,
teaching, and management. Rather than
entering the school year with a set of fixed
units and activities, a truly learner-
centered teacher begins by getting to
know her students and understanding
their hopes, dreams, and needs.
• Learner- centered teachers may
occasionally provide direct instruction, but
for the most part, their role is one of the
facilitator.
 ROLE OF A TEACHER
• Teachers who act as facilitators provide their students with
materials, opportunities and guidance as students take on agency
for other aspects of their own learning.
• Being learner- centered is not easy because it requires constant
flexible attention to who students really are, how they are doing,
and what might help them achieve their learning goals.
• Students in learner- centered classrooms become independent
learners who are empowered to collaborate, make good use of
available resources, and take charge of their own growth and
development.

WHO SHOULD TAKE THE RESPONSIBILITY FOR LEARNING?

 C. THE RESPONSIBILITY FOR LEARNING

• Students are the one who should take the responsibility for
learning.
• Learners has the ability to learn how to develop their own skills and
think for themselves.
• Often it is the faculty who does because we adapt our teaching to fit
requests/ needs of students through detailed notes, study guides
• Consequence of faculty taking responsibility for learning
- Students remain passive
- Students do not gain confidence in their ability to learn on their own
• Yet a common goal of higher education is for graduates to be self-
directed learners who can continue to learn the rest of their lives
• Faculty need to teach students how to take responsibility for
learning
• There are specific skills that can be taught, practiced and mastered
WHY DO YOU ASSESS STUDENTS?
D. THE PURPOSES AND PROCESSES OF ASSESSMENT

- Assessment is integrated within the learning process

- Instructors give formative feedback for the purposes
of fostering improvement
- Students have multiple opportunities to assess
themselves and their peers
- Students can learn from their mistakes and then
demonstrate mastery
- Instructors encourage students to justify their
answers when they do not agree with those of
instructor.
- Instructor uses authentic assessment throughout the
course.
HOW WILL YOU • Names

ASSESS YOUR • Needs

STUDENTS? • Dreams
• Hopes
• Preferred learning styles
• Cultural backgrounds
• Important relationships
• Interest
• Personalities
What happens if students have some control over how
the course is run?

E. THE BALANCE OF POWER

• Learner- centered approaches empower students to

take responsibility and to share in some of the
decisions about their courses
• Students can have some say over some policies
deadline
• Once students begin to gain some control over the
course, they will engage more in the course and will
learn more
Dimension Definition of this Dimension An Essential Component Instructor-Centered Approach Learner-Centered Approach

Instructor encourages students to

Content includes building a
Level to which students engage Instructor allows students to transform and reflect on most
The Function of Content knowledge base, how the instructor
content. memorize content. the content to make their own
and the students use the content.
meaning out of it.

Instructor:
•Does not have specific learning
Instructor intentionally uses
Instructors uses teaching and goals
An essential role of the instructor is to various teaching and learning
The Role of the Instructor learning methods appropriate and/or
assist students to learn. methods that are appropriate
for student learning goals. •Uses teaching and learning
for student learning goals.
methods that conflict with
learning goals

Instructor assumes all

responsibility for students Instructor provides increasing
learning (provides content to opportunities for students to
Students should assume greater
The Responsibility for Responsibility for learning should memorize, does not require assume responsibility for their
responsibility for their own learning
Learning rest with the students. students to create their own own learning, leading to
over time.
meaning of content, tells achievement of stated learning
students exactly what will be on objectives.
examinations).

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

Instructor is flexible on
most
•Course policies
The balance of power Instructor mandates all •Assessment methods
Flexibility of course
shifts so that the instructor policies and deadlines. •Learning methods
policies, assessment
The Balance of Power shares some decisions or •Deadlines
methods, learning methods,
about the course with the Instructor does not adhere and
and deadlines.
students. to policies. Instructor always adheres
to what instructor has
agreed to with the
students.
 GROUP ACTIVITY 1:
INSTRUCTION:

Each groups will choose an appropriate graphic

organizer to capture the essence of learner-
centered teaching.

Process: discussion of learner-centered teaching

concepts through effective use of charts and/or
diagrams

Output: appropriate graphic organizer

 Graphic Organizer Rubric
Criteria Excellent (4) Good (3) Fair (2) Poor (1)

- Thoroughly covers key - Covers most key concepts

- Covers some key concepts, - Fails to cover essential
Content concepts of learner-centered of learner-centered
but lacks depth. concepts.
teaching. teaching.

- Information is logically - Information is well- - Information is somewhat

- Lack of organization;
Organization organized and flows organized, but transitions organized, with occasional
ideas are disjointed.
seamlessly. could be smoother. gaps in flow.

- Demonstrates exceptional - Shows creativity in the - Displays some creativity,

- Little to no creativity
Creativity creativity in designing the design of the graphic but design is somewhat
evident in the design.
graphic organizer. organizer. generic.

- Some members
- All group members - Most group members - Uneven participation,
contributed more than
Collaboration contributed equally and contributed actively and
others; collaboration could
weak collaboration
effectively to the project. collaboratively. among group members.
be improved.

- Presents the graphic - Presents the graphic - Presents the graphic - Presents the graphic
Presentation organizer with exceptional organizer clearly and organizer adequately, with organizer unclearly and
clarity and enthusiasm. confidently. some hesitancy. without confidence.
 GROUP ACTIVITY 2:
INSTRUCTION:

Each group shall gather research information on a

selected article (supporting learner- centeredness) from
research journals focusing on the:
• Problem
• Theories
• Methodology
• Finding
• Discussion of Results.

Process: Rubrics should be formulated separately for the

research output and the panel discussion.

Product: APA Annotated bibliography of library/ online

research.
 Annotated Bibliography Rubric
Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement (2)
Selected a relevant research Selected a research article
Chose a highly relevant and recent Chose a research article related
article related to learner- that is marginally related to
Selection of research article related to learner- to learner-centered teaching, but
centered teaching, with some learner-centered teaching,
Research Article centered teaching, demonstrating it may lack clear relevance or
room for improvement in impacting the overall quality
a deep understanding of the topic. recency.
relevance and recency. of the bibliography.
Accurately cited the chosen Displayed limited
Demonstrated effort in APA
research article in APA format, Cited the research article with understanding of APA
Citations and formatting but with noticeable
including proper in-text citations minor formatting errors or formatting, resulting in
APA Formatting errors in in-text citations or
and a correctly formatted inconsistencies. significant errors in citations
reference entry.
reference entry. and references.
Provided comprehensive and
Offered annotations that
insightful annotations that
effectively summarized the Presented annotations that briefly Offered annotations with
summarize the main points of the
Annotations and research article's main points summarized the research article limited or unclear summaries
research article, highlight key
Content and highlighted its findings, but without much analysis or and analysis, missing essential
findings, and discuss the
lacked in-depth analysis or discussion of implications. points of the research article.
implications for learner-centered
discussion of implications.
teaching.
Exhibited exceptional teamwork, Demonstrated effective Displayed adequate teamwork Showed limited teamwork,
active participation, and clear teamwork, active participation, and participation but with inconsistent participation, and
Collaboration
communication among group and satisfactory communication occasional lapses in unclear communication,
and
members, resulting in a cohesive among group members, communication, affecting the resulting in an annotated
Communication and well-organized annotated contributing to a mostly cohesive overall cohesion of the annotated bibliography with noticeable
bibliography. annotated bibliography. bibliography. gaps in cohesion.
 Panel Discussion Rubric
Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1) 6. Practical Applications
Inadequate (0) • Offers concrete and practical strategies for implementing learner-
centered teaching approaches.
1. Content Knowledge
• Discusses potential challenges and solutions for implementing these
• Demonstrates an in-depth understanding of learner-centered strategies.
teaching concepts and theories. 7. Communication Skills
• Accurately explains key principles and strategies for supporting • Speaks clearly and audibly, maintaining eye contact with the
learner-centered teaching. audience.
2. Engagement • Uses appropriate body language and gestures to enhance
• Engages the audience with clear and compelling opening remarks. communication.
8. Audience Interaction
• Encourages active participation from the audience.
• Responds thoughtfully to audience questions and comments.
3. Clarity of Ideas • Demonstrates active listening skills and addresses diverse viewpoints.
• Presents ideas and arguments in a clear, organized, and coherent 9. Time Management
manner. • Stays within the allotted time for individual presentation and the
• Uses relevant examples to illustrate concepts effectively. entire panel discussion.
4. Collaboration • Manages time effectively to cover key points and engage in
• Demonstrates effective teamwork and collaboration with the discussion.
panelist. 10. Overall Impression
• Provides a thought-provoking and insightful discussion that adds value to
• Builds upon others' points and ideas, fostering a dynamic discussion. the audience's understanding of learner-centered teaching.
5. Evidence-Based Insights • Exhibits a strong commitment to the topic and fosters a collaborative and
• Supports statements with relevant research findings and data. intellectually stimulating environment.
• Integrates research literature to enhance the depth of discussion.
Total Score (40): _______ out of 40
 GROUP ACTIVITY 3:
INSTRUCTION:

Each group will discuss the varied roles of the

teacher in learner-centered teaching and learning
using text and graphic presentation or infographic.
The output will be presented in class or exhibited in
a gallery.
Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement (2) Inadequate (1)

Infographic is exceptionally
Infographic provides a clear
clear, insightful, and Infographic covers the basic Infographic lacks depth and
and comprehensive overview Infographic lacks significant
comprehensive. All relevant roles roles of the teacher in learner- some roles of the teacher in
of the roles of the teacher in content and understanding
of the teacher in learner- centered teaching and learner-centered teaching
Content learner-centered teaching and of the roles of the teacher
centered teaching and learning learning. Some relevant roles and learning are missing.
learning. Most relevant roles in learner-centered teaching
are thoroughly covered with are covered with reasonably Information may be
are covered with accurate and learning.
accurate and well-researched accurate information. inaccurate or incomplete.
information.
information.

Infographic design is visually

Infographic design is visually
appealing, creative, and Infographic design is basic and Infographic design is
pleasing and supports the Infographic design is
enhances the understanding of functional. Layout, color cluttered or lacks visual
content effectively. Layout, unappealing and makes it
Visual Design the content. Layout, color scheme, and visuals are appeal. Layout, color
color scheme, and visuals are difficult to understand the
scheme, and visuals are well- somewhat cohesive and scheme, and visuals may
appropriate and contribute to content.
integrated and support the contribute to understanding. hinder understanding.
understanding.
information.

Information is presented clearly Information is somewhat clear, Information is unclear and

Information is mostly clear and Information is confusing and
Clarity of and concisely. Text is well- but there are noticeable contains significant
concise, with minor difficult to comprehend due
Information written and free of grammatical grammatical or spelling errors grammatical or spelling
grammatical or spelling errors. to excessive errors.
or spelling errors. that affect readability. errors.

Infographic goes beyond Infographic is creative and

expectations and creatively effectively presents the roles Infographic is moderately
Infographic lacks creativity Infographic is devoid of
Overall Impact presents the roles of the teacher of the teacher in learner- creative in presenting the roles
and the ability to engage creativity and fails to
and Creativity in learner-centered teaching centered teaching and of the teacher. It may engage
the audience. engage the audience.
and learning. It leaves a lasting learning. It captures the the audience to some extent.
impact on the audience. audience's attention.