Unit 1: THE LEARNER-CENTERED TEACHING

Name: John Lloyd D. Torremocha Course & Section: DPE Section 3 Professor: Dr. Irene Mamites

TASK NO.1
ACTIVATING PRIOR KNOWLEDGE USING KWL (Know / Want to Know / Learned)

KWL CHART
DEFINITION, CHARACTERISTICS AND DESCRIPTIONS OF LEARNERCENTERED
TEACHING
K - What I KNOW W - What I WANT TO KNOW L - What I LEARNED
Ben Franklin once said, "Tell me and I ➢ What is the role of the teacher If the purpose of education is to
in learner-centered teaching? encourage learning, the role of the
forget; teach me and I remember; involve
teacher in accomplishing that goal
me and I learn." Engaging in learner- changes significantly. Teachers are no
longer the sole content experts or
involvement activities can assist students
classroom supervisors. What teachers
in gaining self-assurance and teaching do is only important in terms of how they
address learning. The action is always
them the importance of expressing their
focused on the learners and what they
thoughts. Learner-centered teaching is a are doing.
teaching strategy that puts the learner at
➢ What does the students do There will be a difference in learning
the center of the learning process. This differently in learner-centered outcomes. The author emphasizes that
teaching? when students focused on memorizing
indicates that the learner is in charge of
facts or on individual components of the
learning, while the teacher is in charge of reading, they failed to distinguish
between evidence and information
facilitating learning. By placing
(surface learning). However, when
responsibility for learning in the hands of students focused on what the author
meant, connected new information to
learners, we encourage them to be active
what they already knew and had
and responsible participants in their own experienced, attempted to organize and
structure the content, and considered
learning. This means that it promotes
reading as a significant source of
lifelong learning and independent learning, they improved their
performance (active learning).
problem solving.
➢ What are the principles/theories The author emphasized constructivist
highlighted by the author on theory in cognitive psychology.
learner-centered teaching? Constructivist approaches emphasize
learners actively constructing their own
knowledge rather than passively taking
information provided to them from
teachers and textbooks.

➢ What should the outcomes be Evaluation is more than just a tool for
for education in a learner- assigning grades; it is the most effective
centered paradigm? tool a teacher has for promoting learning.
In this situation, it is the students' ability
to accurately self-assess. Proficient
learners recognize when they do or do
not understand something. They can
evaluate a performance and determine
what must be improved.

➢ What benefits does education in The author mentioned that education can
the learner-centered paradigm be a vehicle for social change. She
provide to the community? means that a learner-centered approach
provides a framework in which the locus
of the learning process shifts from the
teacher to the learners. And this shift
overtly denotes a shift in power
relationships, not only in the classroom
but also in the broader societal context.
 TASK NO.2
Situational Analysis

Study each scenario carefully and identify the teaching-learning approach being illustrated.

Constructivist 1. After the students conducted a science experiment, Teacher A asks a volunteer
from each group to discuss their results and altogether they come up with a
conclusion.
Learner-centered 2. In Teacher Z’s classroom one can observed that students are comfortable
with each other. She sees to it that she is able to get her students’ attention
by giving motivation in her lessons.
Teacher-centered 3. Unlike Teacher Z, Teacher X is the main source of information in her class.
The students are merely listening to the discussion.
Subject-centered 4. If teacher X is the main source of information for her students, Teacher N
makes the students memorized what is written in the book. She doesn’t allow
her students to make their own idea based from what was read.
Competency-centered 5. Teacher G provide multiple learning options in the classroom so learners of
varying interests, abilities, and needs are able to take in the same content
appropriate to their needs.

TASK NO.3
DIFFERENTIATING LEARNER-CENTERED TEACHING FROM OTHER FORMS OF TEACHING APPROACHES

Differentiate learner-centered teaching from other teaching approaches using the graphic organizer below.

Teaching-Learning Aims Focus/ Emphasis Characteristics

Approach
Learner-centered Learner-centered teaching Learner-centered teaching 1. The teacher tries to
focuses on what the student emphasizes students' motivate the learner before
is learning, how the student interests and strength, as he/she starts teaching
is learning, the conditions in well as their needs. This learning process.
which the student is learning, teaching style encourages 2. Students often ask
whether the student is students to engage in active questions to the teachers for
retaining and applying the learning by talking about clarity of the concepts.
learning, and how present ideas, discussing solutions, 3. A variety of teaching-
learning places the student and assisting one another in learning materials are used
for future learning. problem solving and which are manipulated by the
understanding topics. teacher and the students.
Teacher-centered Teacher-centered learning is The overall objective of a 1. Knowledge is transmitted
one in which the instructor teacher lesson is order. In a from the teacher to the
determines both the content teacher-centered classroom, students.
of the lesson and the method ′′success′′ is measured by 2. The focus is on teaching /
of instruction. The major actor how well the students carry instructing rather than
is the instructor, who guides out their tasks and the learning.
the class through a variety of productivity that characterizes 3. Classroom management
topics. And most of the the educational setting. and discipline are entirely
learning is in one direction. controlled by the teacher.
Subject-centered In a subject-centered The focus of the subject- 1. The teacher projects
approach to curriculum, each centered approach is on the himself as a model for the
content area has its own set teacher's delivery of subject students as he has the
of skills and concepts for materials for students to mastery over the subject.
mastering that content. acquire, such as 2. Real life situations are
emphasizing the relevance of rarely considered while
topics/concepts included in presenting the subject
the subject, around which all matters in the classroom.
teaching and learning 3. The focus is on the content
activities circle. / subject matter.
Competency-centered Competency-based learning It is primarily focused with a 1. students are exposed to
is an educational strategy student's progress through content–whether skills or
that places the student's the curriculum at their own concepts–over time.
demonstration of desired pace, depth, and so on. 2. Students are not allowed
learning outcomes at the Students continue to develop to continue until they have
center of the learning as their competencies are demonstrated mastery of the
process. demonstrated. Competency- identified competencies.
based learning frequently
 focuses on observable 3. Can be thought of as a
abilities or 'competencies. form of outcomes-based
learning.
Constructivist Constructivist approaches The constructivist theory 1. The activities are
emphasize learners actively holds that learners are active interactive, and learner
constructing their own participants in their learning centered.
knowledge rather than journey; learners reflect on 2. Opinion, ideas given by
passively taking information their experience and the students are accepted
provided to them from integrates new ideas with and honored.
teachers and textbooks. past knowledge. Learners 3. Process is as important as
create structures to arrange product.
their newly acquired
knowledge.