Presentation by GROUP 2

Facilitating Leaner-Centered Teaching

The Paradigm Shift:

From Teacher-Centered to
Learner-Centered Teaching
 PRAYER

FACILITATING LEARNER- TEACHING

CENTERED
 ENERGIZER!!!

ADOPT A BUNNY!

FACILITATING LEARNER- TEACHING

CENTERED
 1 The Paradigm Shift

TODAY'S 2
Teacher-Centered Teaching & Learner-
Centered Teaching

AGENDA 3 Advantages and Drawbacks

Teacher-Centered and Learner-Centered

4
Teaching Philosophies

5 Comparison of TCT and LCT

did you know that...
• PEDAGOGY
 It is the method and practice of teaching,
especially as an academic subject of
theoretical concept.

 It's how teachers approach their teaching

style and relates it to the different theories
they use, how they give feedback, and the
assessments they set to their students.
did you know that...
• PARADIGM
 It is a theory or a group of ideas about how
something should be done, made, or
thought about

• PARADIGM SHIFT
 Brought into the common lexicon by the
American physicist and philosopher
Thomas Kuhn, is a fundamental change in
the basic concepts and experimental
practices of a scientific discipline.
Paradigm
Shift
OLD- Instruction Paradigm
• An educational institution
exists to provide instruction

NEW- Learning Paradigm

• An educational institution
exists to produce learning
Instruction Paradigm
• Mistakes the means for an end - takes the means or
method, called "instruction" or "teaching", and
makes it the end purpose.
• Most common teaching method used is LECTURE
⚬ The LECTURE MODEL
￭ Economical- Able to cover large amounts
of information in a short period of time.
￭ Teachers are in the active role and students
are in a passive, receptive role
￭ Students are the LISTENERS not
LEARNERS.
Learning Paradigm
• Uses student-centered/active learning
techniques to get students involved in the
learning process
• Focuses on the student’s needs, abilities,
interests, and learning styles
• Acknowledges student voice as central to
the learning experience for every learner
• Requires students to be active,
responsible participants in the learning
process
 What research tells us?

Most people only remember

20% of what they hear
• The longer the lecture, less of the information ended
up in the student's notes.
• Evidence indicates that students learn and retain more
information when they are actively involved in the
learning process.
FACILITATING LEARNER- TEACHING
CENTERED
 Paradigmic Shift
The Paradigmic shift from a teacher-centered
learning environment to student-centered:

IS NOT AN DOES NOT

EASY OCCUR
TRANSITION EFFORTLESSLY

FACILITATING LEARNER-CENTERED TEACHING

Teacher-Centered
Teaching
• Sometimes called the “Sage on the
Stage” style, the teacher-centered
model positions the teacher as the
expert in charge of imparting
knowledge to his or her students via
lectures or direct instruction. In this
setting, students are sometimes
described as “empty vessels,” listening
to and absorbing information.
Benefits of a Teacher-Centered Classroom
• Order in the class! Students are quiet as the teacher
exercises full control of the classroom and activities.
• Being fully in control minimizes an instructor’s concern
that students may be missing key material.
• When a teacher takes full responsibility for educating a
group of students, the class benefits from a focused
approach to research, planning and preparation.
• Teachers feel comfortable, confident and in charge of the
classroom activities.
• Students always know where to focus their attention — on
the teacher.
Drawbacks of a Teacher-Centered Classroom
• This method works best when the instructor can make the lesson
interesting; absent this, students may get bored, their minds may
wonder, and they may miss key information.
• Students work alone, missing potential opportunities to share the
process of discovery with their peers.
• Collaboration, an essential and valuable skill in school and in life, is
discouraged.
• Students may have less opportunity to develop their communication
and crucial-thinking skills.
 Teacher-Centered Philosophies:
• Essentialism
• Essentialism is the educational philosophy of teaching basic skills. This
philosophy advocates training the mind.
• A theory that wants to achieve a common core of information and skills for all
individuals in each culture. They put more focus on basic core information that
will help students survive today, and therefore spend less time on ideas of the
past.
⚬ William C. Bagley (1874-1946)
￭ One of the most influential advocates of essentialism.
￭ He believed that education was not supposed to change society but to
preserve it.
 Teacher-Centered Philosophies:

• Perennialism
• The goal of a perennialist education is to teach students to think
rationally and develop minds that can think critically.
• Perennialist are primarily concerned with the importance of
mastery of the content and development of reasoning skills.
• It views education as a recurring process based on eternal truths.
 LEARNER-CENTERED
TEACHING
Information and content is relevant and Students can experiment with their learning.
interesting to students

Learning is more meaningful

Content is built to expand on their current
knowledge base
Students are more engaged

Focuses on the student rather than the

transmission of information Learning is deeper and long-term.

FACILITATING LEARNER-CENTERED TEACHING

POSITIVE
OUTCOMES
DEEP LEARNING
01

INTRINSIC
02
MOTIVATION
STUDENT
03
RETENTION
 INSTRUCTOR
CONCERNS
Spending time on active
Students do not understand
open-ended problems vs.
01 learning does not allow for 04 finding the right answer.
syllabus coverage.

Lack of lecture means loss

02 of control 05 Group work resistance.

Cooperative teams are

Students do not understand superficially working on
03 reading material when 06 assignments and lack of
independent participation from all
group members.

FACILITATING LEARNER-CENTERED TEACHING

 Learner-Centered Philosophies:
• Progressivism
• A more developed version of pragmatism, emphasizing that "ideas
should be tested by experimentation and that learning is rooted in
questions developed by learner"(114)

• Humanism
• "Concerned with enhancing the innate goodness of the
individual"(115). Its focus is on individual development through a
process of developing a free, self-actualizing person.
 Learner-Centered Philosophies:
• Reconstructionism
• A philosophy that centers on the idea of constant change.
• Curriculum is focused on student experience and taking social action on
real issues such as violence, hunger, inequality, etc.

• Constructivism
• "Emphasizes developing personal meaning through hands-on, activity-based
teaching and learning"
• Teachers are responsible for creating effective learning situations rather than
constantly lecturing students.
The Paradigm
Shift
* Two AAHE national conferences 12 years apart
revealed a clear shift in higher education focus:

1986
TAKING TEACHING
SERIOUSLY
1998
TAKING LEARNING
SERIOUSLY
What changed?
• Instruction Shifted:
⚬ Teacher-Centered/ Content-driven
⚬ Learner-centered/Process-driven
• Student Role Shifted:
⚬ Passive recipient/empty receptacle
⚬ Engaged learner and active agents
• Instructor Role shifted:
⚬ Disseminator of factual information
⚬ Facilitator/Learner mediator
Teaching-Centered vs. Learner-Centered
Covers Faculty covers Sage on the
Discipline topics stage

Teaching Core Faculty

Goals Structure Role
Students Designer of
Students Learn
master learning learning
objectives environments
Teaching-Centered vs. Learner-Centered
• Listening, reading, independent • Students construct knowledge by
learning, often in competition for How Students integrating new learning into current
grades knowledge.
Learn
• Cohesive program with systematically
• Courses in the catalog Organization of created opportunities to synthesize, practice,
develop increasingly complex ideas, skills,
Curriculum and values

• Teach (present information) well • Engage students in their learning.

and those who can, will learn Effective Help all students master learning
Teaching objectives.

• Active learning, assignments for

• Lecture, assignments and exams for formative purposes, collaborative
summative purposes. Course learning, self-directed learning,
problem-based learning.
Delivery
 Presentation by GROUP 2

"There has been a fundamental paradigm shift. Today's customer

expectations are: If I can imagine it, it simply has to be there; if not, I'll
invent it myself'" -Kim Williams

Thank You!
Have a great day ahead!
DACAPIO, ANGELICA GAPO, ANDRIE KYTH LAVADOR, GRYKA JADE
ENANO, MARIEL LOUISE GICAIN, REGIELYN LAVADOR, KATLYN CLEAR
ANGELIQUE