Student-centered teaching means inverting the traditional 7.

Evaluate student’s hypothesis

teacher centered understanding of the learning process and
putting students at the centre of the learning process. Paradigm Shift: From Teacher-Centered To Learner-
Centered Teaching
Note: In the teacher-centered classroom, teachers are the
primary source for knowledge. Paradigm Shift- a fundamental change in approach or
underlying assumptions.
Student Ownership & Agency, Positive Identity, Foundational
Needs Met, Positive Relationships. Anytime, Anywhere, -is a radical change in the core concepts and practices of a
Competency-Based, and Real-World Releveant given domain, discipline or field.

• Need to produce students who are good critical thinkers, -can causes the entire domain to think and act in new ways.
problem solvers and creative thinkers
-it maybe the results of new knowledge being introduced into
• Explosion of information: need to make sense of it, not the domain through new evidence or as a result of new ways
memorize it of conceptualising or thinking about a problem or as a result of
fundamental changes occurring in society.
• Improve student engagement and ownership of learning
Teacher-Centered Philosophies
• Research shows that learner-centered methods lead to
Essentialism-essence is an approach assuming that people and
-Increased student engagement with the content things have a natural and essential common characteristic
which are inherent, innate, and unchangeable. Is the
-Deep learning educational philosophy of teaching basic skills. This
philosophy advocates training the mind. Training the mind
-Long term retention with what are the essentials- academic knowledge, enacting a
back-to-basic approach. Essentialism- necessary; -very basic
-Acquisition of critical thinking or creative problem-solving
skills Tries to instill all students with the most basic knowledge,
skills and character development. Essentialist believe that
-Positive attitude toward the subject being taught teachers should be traditional moral values and virtues. They
believe in mastery of learning.
-Confidence in knowledge or skills
Purpose: Prepare students to be productive, contributing
VENN DIAGRAM
members of society. The aim of education is to teach young
Student Focus Objectives essentials they need to live well in the modern world.
Essentialists teach the basic subjects.
Learner-centred approach shifts the focus of activity from the
teacher to the learners. Perennialism- a teacher-centered educational philosophy that
focuses on everlasting ideas and universal truth. Suggest that
Emphasizes what the learners do as against what the teacher the focus of education should be the ideas that have lasted for
does. centuries. Believing the ideas are as relevant and meaningful
today as when they were. To develop power of thought,
It focuses on skills and practices in a lifelong learning, internalize truths that are universal and constant.
creative thinking and independent problem-solving.
Aims to develop student’s intellectual and moral qualities.
It insists the learners to actively construct their own Emphasize the importance of transferring knowledge,
knowledge. information and skills from the older generation to younger
generations. The teacher is not concerned with student’s
Characteristics interest.

1. Using student’s prior knowledge TABLE / MAP

2. Motivates students by giving them some control over Perennialism Curriculum - focuses on the attaining the
learning processes. cultural, literacy, stressing, students’ growth in enduring
disciplines. They recommend that students learn from reading
3. Engage students in the process of learning. analyzing the works by history’s finest thinkers and writers
Socratic method- form of cooperative argumentative dialogue
4. Includes explicit skill instruction. between individuals based on asking questions to stimulate
critical thinking.
5. Explain: Reflect on what they are learning and how they are
learning Student-Centered Teaching Philosophies
6. Encourages collaboration.
Constructivism - students learn by actively constructing their -to: Engaged learner and active agents
own knowledge and concepts cannot simply be transferred
from teachers to students they have to conceived. School of ❖ Instructor Role Shifted:
thought that emphasizes both the learners role in constructing
meaning out of their social interactions with the environment. - from: Disseminator of factual information
Mind as an agent actively seeking to satisfy is curiosity and
resolve troubling issues. -to: Facilitator/ Learner mediator

Learning doesn’t just happen by the traditional methods of Resistance to Change: Managing the Shift
teachers standing in front of the class and lecturing.
-it’s not an easy transition
Two Types Of Constructivism
-does not occur effortlessly
1. Cognitive constructivism- learners must inductively
Dimensions of Learner-Centered Teaching
discover and transform complex information.
Knowledge is made, not acquired and learners The Balance of Power
construct their own knowledge. 2. Social
constructivism- social interactions are important in -students are encouraged to explore additional content
this knowledge construction process.
-students are encouraged to express alternative perspectives
Progressivism - tell me how you feel is much more important whenever appropriate
statement to humanist rather than “Tell me what you think”.
-assignments are open-ended
Humanism Principles
-students take advantage of opportunities to learn
-Students learn best in a non-threatening environment.
The Function of Content
-Students will learn best what they want and need to know
-In addition to building a knowledge base, the content should
-Feelings are as important as facts facilitate students;
-Knowing how to learn is more important than acquiring lot *Practise using inquiry or ways of thinking in the discipline
knowledge.
*Learn to solve problems
-Self evaluation is the only meaningful evaluation of a
students work. *Understand the function of the content and why it is learned

Focuses on real-world problem solving and individual *Build discipline-specific learning methodologies
development. Learning is active, democratic and social
process. Knowledge is constructed by the students as they *Build an appreciation for value of content
experiment and solve problems.
*Content can help students develop a way to learn in any
Principles -humans are social animals who learn best in real discipline
time with other people. Strong emphasis on problem-based
learning to develop solving and analysis skills. Instructors *Content is framed so that students see how it can be applied
should focus on providing students with necessary skills and in the future
knowledge to survive and to succeed in competitive society.
Strong emphasis on problem-based learning to develop *Students engage with most of the content to make it their
solving and analysis skills. Means experience-based learning . own, thereby making meaning out of the content.
Or learning by doing. Or learn best in real time activities. Or
The Role of the Teacher/Instructor
human knowledge should be linked to practical social
experiences. Or practice of new education. -The teacher/instructor creates that;
Paradigm Shift: What Changed? *foster student learning
❖ Instruction Shifted: *accommodates different learning styles
-from: Teacher-centered/content-driven *motivates students to accept responsibility for learning
-to: Learner-centered/process driven *consistently and explicitly aligns objective, teaching methods
and assessment
❖ Student Role Shifted:
*Utilizes multiple teaching techniques appropriate for student
- from: Passive recipient/ empty receptacle
learning goals
*Designs activities in which students interact with the Essentialist school mission is "intellectual training“.
materials, the teacher and each other
Used of mother tounge for instruction.
*inspires and encourages student ownership of learning
  Who will decide what is essential to the students?
The Responsibility of Learning TEACHER

-The responsibility is shared between the teacher and the Context of Instruction
student
Teacher is the foundation of knowledge.
-Students develop learning skills for further learning
The classroom is teacher centered.
-Students become self-directed lifelong learners
Learning involves hard work and discipline.
-Students can and do assess their own learning
Students should have mastery learning on the subject matter.
-Students become proficient at self-assessment
Essentialist school used traditional methods of Instruction.
-Students become proficient with all information literacy
skills. Lesson involves thinking and reasoning.

The Processes and Purposes of Evaluation Students are passive learners.

-Integrated assessment Context of Assessment

-Formative assessment with constructive feedback Standardized test to evaluate the student progress.

-Peer and self assessment Pass/fail system of education.

Students must master grade or course content before being
-Multiple opportunities to learn and demonstrate mastery promoted to the next level.

-Students are encouraged to justify their answer Context of Classroom Management

-Students and teachers agree on feedback timeframes Teacher being the Ultima authority in the classroom.

-Authentic assessment is used throughout Students' desk typically arrange in rows.

GROUP 1 Students are expected to sit, listen, and learn passively and be
respectful while the teacher instructs.
Perennialism is known as the strong reaction against
Progressivism. But why? GROUP 2

Teacher – centered approach Leaner-Centered Philosophies

Focus on helping students to think with reason
Seen as elitist Focus more on training individual students.
Robert Maynard Hutchens “Perennialism advocates students
learning content from great minds of the past whose ideas Place emphasis on the individuality of students and helping
have endured in space and time”. them to realize their potential.

Therefore, for Robert Maynard Hutchen the purpose of Teacher takes on the role of facilitator and guides the student
education is,: UNCHANGEABLE to more independent.

That’s why, the focus of curriculum is CLASSICAL. Progressivism - according to Labaree (2005), progressivism
is known as “child-centered instruction.” This means that
Essentialism - As an educational philosophy, it advocates everything that is done in the classroom is done for the
instilling in students with the essentials or basics of academic purpose of facilitating and nurturing the student’s
knowledge, skills, and character development. The origins of development. It bases all of the lessons or plans on the
essentialism are from idealism and realism. developmental needs of the children.

 Context of Curriculum FOCUS IN THE CURRICULUM - subjects are

interdisciplinary, integrative and interactive. Curriculum is
The importance of 4R's in school curriculum. focused on students’ interest, human problems and affairs.

The core objective is for the students to learn the essential CURRICULUM TRENDS - school reforms, relevant and
subjects. contextualized curriculum, humanistic education.
GUIDING MINDS - Constructivism calls upon each student to build
knowledge through an experience such that
JOHN JACQUES ROUSSEAU (1712–1778) - maintained knowledge can't simply be transferred from the
that people are basically good and that society is responsible teacher to the student. As such, teachers play a
for corrupting them. facilitation role.
JOHN DEWEY (1859–1952) - proposed that people learn TWO VIEWS OF CONSTRUCTIVISM - Individual
best by social interaction and problem solving. Developed the Constructivism and Social Constructivism
scientific method of problem solving and experimentalism.
GROUP 3
Humanism
Managing the Shift from Teacher Centered to Learner
A philosophy that places importance on human being rather Centered
than religion or the supernatural.
Paradigm Shift
A philosophical stance which affirms the fact that humans
have dignity and worth and, that they are capable of Old – Instruction Paradigm - an educational institution exists
discovering truths about the world based on reasons and to provide instruction.
scientific method.
New – Learning Paradigm - an educational institution exists to
Humanistic Learning Theory - is student-centered, so produce learning.
students are encouraged to take control over their education.
Seek to target the growth and development of the whole Instruction Paradigm - mistakes the means for an end –
person through a learning approach that focuses on feelings, takes the means or method, called “instruction” or “teaching”,
social skills, artistic capabilities, and practical skills along and makes it the end purpose. Most common teaching method
with knowledge and intellect. used is LECTURE.

5 Principles of Humanistic Learning The Lecture Model

Choice and control - student learning should be self-directed Economical – Able to cover large amounts of information in a
and students should be encouraged to make choices short period of time.
throughout their education giving them a sense of control over
their learning. Teachers are in the active role and students are in a passive,
receptive role. –Students are listeners NOT learners.
Felt concerned - students feelings and emotional well-being
are believe a student's mood and their concerns have a major What research tells us?
impact on their ability to learn in the classroom.
Most people only remember 20% of what they hear.
Whole person - students feelings and knowledge carry the
same level of importance in humanistic education there is no The longer the lecture, less of the information ended up in the
separation between cognition and affective when it comes to students’ notes.
learning.
Evidence indicates that students learn and retain more
Self-evaluation - forces students to truly observe what they information when they are actively involved in the learning
have learned, what they can improve on, and where their process.
education should head in the future.
Learning Paradigm - uses student-centered/active learning
Teacher as a facilitator – educators primary goal is to foster techniques to get students involved in the learning process.
an engaging and understanding learning environment. Also, Focuses on the student’s needs, abilities, interests, and
approach students with questions to promote individual learning styles.
thought and to spark students a desire to seek out answers.
Acknowledges student voice as central to the learning
GUIDING MINDS – Carl Rogers and Abraham Maslow experience for every learner.

Constructivism Requires students to be active, responsible participants in the

learning process.
Jean Piaget - considered one of the “fathers” of the
constructivism movement. Teacher-Centered vs. Learner Centered

- Is a theory in education wherein it allows the student Teacher-Centered Learning - the more traditional or
to learn and analyze new knowledge, ideas, and conventional approach — the teacher functions in the familiar
concepts based on their understanding. role of classroom lecturer, presenting information to the
students, who are expected to passively receive the knowledge
being presented.
Student-Centered Learning - the teacher is still the Though collaboration is considered beneficial, this approach
classroom authority figure but functions as more of a coach or may not feel ideal for students who prefer to work alone.
facilitator as students embrace a more active and collaborative
role in their own learning. GROUP 4

Benefits of a Teacher-Centered Classroom The Function of Content

Order in the class! Students are quiet as the teacher exercises Content includes building a knowledge base, how the
full control of the classroom and activities. instructor and the students use the content.

Being fully in control minimizes an instructor’s concern that Per Blumberg (2009) "instructor-centered approaches focus on
students may be missing key material. building a large knowledge base, perhaps at the expense of the
learners' ability to use it or to engage in a meaningful way
When a teacher takes full responsibility for educating a group with the content". In other words, instructors "cover" the
of students, the class benefits from a focused approach to content and construct tests to measure students' retention
research, planning and preparation. (Weimer,2013).

Teachers feel comfortable, confident and in charge of the In Addition to building knowledge, the content facilities
classroom activities. students to:

Students always know where to focus their attention — on the Practice using ways of thinking in the discipline optimizes
teacher. problems-solving skills understand the function of the content
building discipline-specific learning methodologies build an
Drawbacks of a Teacher-Centered Classroom appreciation for value of content.

This method works best when the instructor can make the The Role of Instructor
lesson interesting; absent this, students may get bored, their
minds may wander and they may miss key information. Serves as a facilitator that promotes learning rather than a
content expert or authoritarian class manager. As essential role
Students work alone, missing potential opportunities to share of the instructor is to assist students to learn.
the process of discovery with their peers.
Teacher Professionalization - teachers need opportunities to
Collaboration, an essential and valuable skill in school and in ask questions themselves, try out new strategies and learn
life, is discouraged. from experts throughout their career.

Students may have less opportunity to develop their "10 Essential Characteristics of a 21st Century Educator
communication and crucial-thinking skills. by George Couros"

Benefits of a Student-Centered Classroom Relationship Builder - every child in school is all of our
responsibilities. In a world that is becoming more and more
Education becomes a more shared experience between the complex, students need to know that they can trust the
instructor and the students, and between the students educators to see them as individuals and valued.
themselves.
Adaptive - new resources and initiatives will always be part
Students build both collaboration and communication skills. of education, and we need to think critically about them and
ask questions to move forward.
Students tend to be more interested in learning when they can Inclusive - every individual has different experiences and
interact with one another and participate actively in their own strengths that they bring to the classroom, and we are all the
education. better if we look to tap into those strengths and build
community around them.
Members of the class learn to work independently and to
interact with others as part of the learning process. Reflective -information is coming our way faster than ever. If
anything, we need to allow down and critically analyze it, not
Drawbacks of a Student-Centered Classroom
simply accept everything we hear.
With students free to interact, the classroom space can feel
Networked/Collaboration - networks consist of both “online
noisy or chaotic.
spaces” and face to face collaboration. Creating diverse
Classroom management can become more of an issue for the networks in and out of education is crucial, understanding we
teacher, possibly cutting intoinstructional activities. can learn a great deal from the person across the hallway, as
we can from the person on the other side of the world.
With less focus on lectures, there can be a concern that some
students may miss important information. Innovation - innovation is about creating “new and better”
things; it can be iteration (a remix of something) or invention
(something totally new), but it has to be better. As the skills
that students need in our evolving world become increasingly The Responsibility of Learning
complex, we have to be in the mindset where innovation is the
norm, not the exception. An Essential Approach – responsibility for learning should
rest with students.
Leadership –
TABLE
Storyteller - telling stories helps people create their own
connections and meaning, and in an information-rich world, The Purpose and Processes of Assessment
we are vying for our students’ attention.
To improve students' learning and teachers' teaching as both
Designer - the learning environment matters. We have to respond to the information it provides.
understand what possibilities exist in our world today and be
extremely thoughtful in how we design learning experiences To promote learning.
to maximize space, resources, and access for all learners.
3 Purposes of Assessments
Tech Savvy - technology advances, educators must adjust
their teaching style to keep students engaged in learning. Assessment FOR Learning; Assessment OF Learning;
However, it is not enough to just add technology to a Assessment AS Learning
classroom.
Process of Assessment
7 Principles of Leaner-Centered Teaching
Assessment Cycle
PRINCIPLE 1: Teachers do learning tasks less. Teachers
- Clearly define and identify the learning outcomes
must stop always doing the learning tasks of organizing
- Select appropriate assessment measures and assess
content, generating examples, asking and answering questions,
summarizing discussion, solving problems, constructing the learning outcomes
diagrams, and others. - Analyze the results of the outcomes assessed
- Adjust or improve programs following the results of
PRINCIPLE 2: Teachers do less telling; students do more the learning outcomes assessed
discovering. Teachers should stop telling students everything
they need to know and begin to permit students to find out for The Balance of Power
themselves what they need to know.
According to learner centered education achieving a balance
PRINCIPLE 3: Teachers do more design work. With means that there is a power sharing between the teacher and
student-centered learning the instructional design functions of the student.
the teacher are more important because learning activities
Rogers (1983) – a power exchange from teacher to student has
become the vehicles by which learning occurs.
happened by the need of change in the traditional environment
PRINCIPLE 4: Teachers do more modelling. Teachers in which students are passive.
must assume the role of master learner and demonstrate for
Engagement between Teacher and Learner:
students how expert learners approach learning tasks
Establish a trusting relationship and allowstudents to be
PRINCIPLE 5: Teachers do more to get students learning
critical of their learning methods and the content they are
from and with each other. Teachers often underestimate the
studying.
potential of students working together collaboratively and
cooperatively on learning tasks. Ask students what they hope to gain from the course.
PRINCIPLE 6: Teachers work to create climates for Have students run discussions or present what they found
learning. With student-centered learning teachers are much challenging, interesting, and/or thought-provoking in readings.
more involved in designing and implementing activities that
create conditions conducive to learning. Continuous Feedback and Encouraging Ownership:
PRINCIPLE 7: Teachers do more with feedback. Actively request feedback about teaching methods and
Evaluation and assessment are used to maximize learning learning experiences.
through the constructive delivery of feedback to students.
Outline options for review of material prior to an assessment,
Questions that Emerge when the Teaching Role Changes: and then gauge student opinion on what works best for them.
1. Do you intervene, and if so, when? 2. What do you Have students work together to develop study guides.
do when you intervene?
Give students assignment options to choose from so that they
GROUP 5 can engage with the material in a way that they are confident
and excited about.
DIMENSION OF LEARNER CENTERED TEACHING