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PARTUSA Analysis Paper the Paradigm Shift

The document discusses the paradigm shift from teacher-centered to student-centered learning, emphasizing the importance of active engagement in education. It presents three arguments supporting this shift: promoting active learning, recognizing diverse learning styles, and fostering critical thinking and problem-solving skills. The author cites educational theorists and research to validate the benefits of a student-centered approach in enhancing the overall learning experience.

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3 views

PARTUSA Analysis Paper the Paradigm Shift

The document discusses the paradigm shift from teacher-centered to student-centered learning, emphasizing the importance of active engagement in education. It presents three arguments supporting this shift: promoting active learning, recognizing diverse learning styles, and fostering critical thinking and problem-solving skills. The author cites educational theorists and research to validate the benefits of a student-centered approach in enhancing the overall learning experience.

Uploaded by

cdpartusa00052
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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University of Southeastern Philippines

College of Teacher Education and Technology

CHRISTINE MAE D. PARTUSA (2SF) 02-27-2025

Analysis Paper (The Paradigm Shift)

Do you agree on the paradigm shift from teaching-centered to student-centered


learning? Present 3 arguments.

“Tell me and I forget, teach me and I remember, involve me and I learn.” – Benjamin
Franklin. This quote represents the concept of student-centered learning, wherein students
become an instrumental part of the process in education instead of passively receiving information
offered by teachers. This important transition from the traditional teacher-centered approach to a
student-centered approach, where students are allowed to develop critical thinking skills and
solve problems, is essential in today's education. Recognizing that active learning, individual
differences, and lifelong skills are well-supported by educational theorists such as Jean Piaget,
Lev Vygotsky, and John Dewey, I strongly believe in this paradigm shift.

The desire to support this paradigm shift is based on the fact that student-centered
learning promotes active engagement in the learning. John Dewey (1938) stated that experience
and interaction should form the foundations for education. The traditional teaching-centered
classroom, where students are mostly passive listeners, lends itself to boredom and poor
understanding. On the other hand, this idea using project-based learning and collaborative
activities is just something that forces students to think critically, explore the world and ask
questions. Bonwell and Eison (1991) researched this phenomenon and reported that students
remember material better when they engage discussion and experiential activities instead of just
listening to lectures. This makes it easier to understand and retain information you learn after all,
connection is what we need.
Another compelling reason why I absolutely agree to student centered learning is that it
recognizes that students learn in different ways. According Howard Gardner (1983), students
have different learning styles. Some learn through words, others through images, music, or
hands-on experience. A teacher-centered classroom means all students are taught the same
way, whether the approach works for them or not. In contrast, a learner-driven environment
enables differentiated instruction enabling teachers to customize sessions to fit the needs of one
student at a time. For instance, some students learn better in groups, while others need more
creative, project or technology-based learning. This allows all students to be successful and
achieve their potential.

Lastly, student-centered learning cultivates a student’s ability to think critically and solve
problems independently, an integral aspect to have in today’s society. Social interaction is a key
element of learning, according to Lev Vygotsky (1978), who suggested that students would
benefit more from working together with others by getting help from teachers and fellow students.
When students own their learning, they learn to think independently, and they grow in confidence
in tackling complex problems. As shown in a study done by Barr and Tagg (1995), student
centered models have been proven to increase both motivation and problem solving skills when
applied in a university setting. This methodology trains students how to influence and support
one another, which will prepare them not only for written examinations but for coexisting in the
professional realm and future circumstances.

Overall, we need to move away from teacher-led and teacher-centric learning as we work
to improve and innovate the educational experience. The result is active engagement, greater
students focus, and the development of critical thinking and problem-solving capacities. Dewey,
Gardner and Vygotsky, along with various research studies validate the importance of
empowering students on their learning journey. If education accepts this transition, people will not
only prepare for achievements during studies, students will develop or improve skills and be ready
to learn new skills, adapt to everyday changes.
REFERENCES:

Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for
undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12–26.
https://doi.org/10.1080/00091383.1995.10544672

Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the
classroom. ASHE-ERIC Higher Education Reports. https://eric.ed.gov/?id=ED336049

Dewey, J. (1938). Experience and education. Macmillan.


https://archive.org/details/ExperienceAndEducation

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd


ed.). ASCD.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological


processes. Harvard University Press.

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