Facilitating Learner-Centered Teaching

• Necessary Areas of Change

  - The balance of power

  - The function of content

  - The role of the teacher

  - The responsibility for Learning

  - The purpose and processes for evaluation
• Strategies for the Shift

  - Active involvement

  - Social integration

  - Self-Reflection

  - Personal Validation
• Problem -it is not an easy transition

  -does not occur effortlessly
• Positive Outcomes

  -Deep learning

  -Intrinsic Motivation

  -Student Retention
• The Paradigm Shift

  1986 : Taking Teaching Seriously

  1998 : Taking Learning Seriously
• WHAT CHANGED?

  -Instruction Shifted

  -Student Role Shifted

  -Teacher Role Shifted
• Instruction Shifted

  From: Teaching-centered / Content-Driven

  To: Learner-centered / Process-Driven
• Student Role Shifted

  From: Passive Recipient / Empty Receptacle

  To: Engaged Learner / Active Agent
• Teacher Role Shifted

  From: Disseminator of factual information

  To: Facilitator / Learner Mediator
• Teaching Goals

  TCI: Covers Discipline

  LCI: Student Learn

  > how to use discipline

  > how to integrate disciple to solve complex problems
• Organization of Curriculum TCI: Courses in the Catalog

  LCI: Cohesive program with systematically created opportunities to:

  > Synthesize

  > Practice

  > Develop increasingly complex ideas, skills and values
• Core Strategy

  TCI: Faculty covers topic

  LCI: Student master learning objectives
• How Student Learn

  TCI: Perennialism

  LCI: Constructivism
• Pedagogy TCI: Based on delivery of information

  LCI: Based on engagement of student
• Course Delivery

  TCI: Lectures, assignment, and exams

  LCI: Technology-Based Methods
• Course Grading

  TCI: Faculty as gatekeeper.

  LCI: Grades indicated mastery of learning objectives
• Faculty Role

  TCI: Sage on the stage

  LCI: Designer of learning environment
• Effective Teaching

  TCI: Teach well and those who can will learn.

  LCI: Engage students in their learning. Help all students master learning objectives
• 8 Steps in the Change Process Shock

  Denial

  Strong Emotions

  Resistance and withdrawal

  Surrender and Acceptance

  Struggle and Explosion

  Return of Confidence

  Integration and Success
• Effective objectives encompasses:

  - Behavior

  - Performance

  - Understanding
• Measurable Objectives

  -Objectives should be specific and measurable

  -Objectives should focused on the student
• SMART Specific

  Measurable

  Attainable

  Relevant

  Timely
• Bloom's Taxonomy

  E - Evaluation

  S - Synthesis

  A - Analysis

  A - Application

  C - Comprehension

  K - Knowledge
• ESSENTIALISM

  ✓traditional

  ✓ basic knowledge, skills and values

  ✓ to become more model citizen

  ✓academically rigorous

  ✓ on academic content (r's) [reading, 'riting, 'rithmetic, right conduct]

  ✓ textbook

  ✓memorization and discipline

  ✓ subject matter
• PROGRESSIVISM

  ✓ progress and changes are fundamental

  ✓ need-based and relevant curriculum

  ✓ corresponds to students' need and relates to students' personal lives and experiences

  ✓ natural and social sciences

  ✓ learning by doing

  ✓ problem solving method / experimental
• PERENNIALISM

  ✓ develop the students' rational and moral powers

  ✓ humanities

  ✓ less emphasis on vocational and technical education

  ✓ do not allow the students' interests or experiences to dictate what they teach

  ✓ curriculum is universal
• EXISTENTIALISM

  ✓ help define their own essence

  ✓ education of the whole person, not just the mind

  ✓ will unleash their own creativity and self-expression

  ✓ vocational education is regarded more

  ✓ focus on the individual

  ✓ self-paced, self-directed

  ✓ employ values clarification strategy
• Who is your Facilitating Learner-Centered Teaching instructor ? Mary Rose M. Cabangon
• a theory or a group of ideas about how something should be done, made or thought about

  
  

  PARADIGM
• How can professor LESSEN students' resistance to LCT?

  
  

  • EXPLANATION AND CLARIFICATION
  • ENCOURAGEMENT AND SUPPORT
• LINGUISTIC PHILOSOPHY

  • skill to send messages clearly and receive messages correctly
  • verbal, non-verbal, and para-verbal manner
  • ability to articulate - to voice out the meaning and values of things
• BEHAVIORISM

  • providing for a favorable environment
  • product of environment
  • respond favorably to various stimuli to their environment
  • Physical variables - have to be controlled to get the desired responses from the learners
• VERBAL COMPONENTS - content of message, choice and arrangement of words, oral / written
• • NON-VERBAL COMPONENTS - message through body language
• PARA-VERBAL COMPONENTS - how we say what we say in tone. pacing, and volume of tone
• ESSENTIALISM

  • wants to achieve a common core of information and skills for individuals in given culture
  • Essentialists believe in working hard and mental discipline
  • emphasizes skills and subject that demonstrate the cultural heritage and contribute to society
  • stresses core knowledge
• According to Thelma Roberson (2000)

  • Educational philosophies are not what you want to do in class to aid learning, but why you do them and how they work.
  • translate ideas into action
  • you need to understand how effective certain techniques in the classroom are to create that portion of your educational philosophy.
• PHILOSOPHICAL PERSPECTIVE

  Teacher-centered Philosophies

  • Essentialism
  • Perennialism

  
  

  Learner-centered Philosophies

  • Progressivism
  • Humanism
  • Constructivism
• CONSTRUCTIVISM

  • construct knowledge and make meaning of them
  • taught learning processes and skills
  • provides students with data or experiences to that allow them to hypothesize, predict, manipulate objects, pose questions, researn, investigate, imagine and invent
  • the constructivist classroom is interactive
• CONSTRUCTIVISM

  • emphasizes “developing personal meaning through hands-on, activity-based teaching and learning”
  • “encourage the development of critical thinking and the understanding of big ideas rather than the mastery of factual information”
  • students will be more prepared for the ever=changing world if they learn how to develop critical thinking skills
  • constructivist classroom focuses on the way a learner internalizes, shapes, or transform information