THE LEARNER-CENTERED:

PRINCIPLES AND PRACTICES

PROF. RONNIE ESPERGAL PASIGUI

DIRECTOR FOR ACADEMICS
COORDINATOR - SENIOR HIGH SCHOOL
OXFORDIAN PHILIPPINES INTERNATIONAL
SCHOOL
 METACOGNITIVE &
COGNITIVE FACTORS
Principle 1 – The Nature of the
Learning Process
 Learning is a natural process of pursuing
personally meaningful goals, and it is active,
volitional, and internally mediated.

 It is a process of discovering and constructing

meaning from information and experience,
filtered through the learner’s unique
perceptions, thought, and feelings
PRINCIPLE 2 – Goals of the
Learning Process
 The Learner seeks to create
meaningful, coherent representations of
knowledge regardless of the quantity
and quality of data available
PRINCIPLE 3 – The
Construction of Knowledge
 The Learner links new information with
existing and future-oriented knowledge
in uniquely meaningful ways.
PRINCIPLE 4 – Higher Order
Thinking Skills (HOTS)
 Higher order strategies for “Thinking
about thinking” – for overseeing and
monitoring mental operations –
facilitate creative and critical thinking
and the development of expertise.
AFFECTIVE FACTORS
Principle 5 – Motivational
Influences on Learning
 The depth and Breadth of information
processed and what and how much is
learned and remembered, are
influenced by:
 A. Self Awareness and belief about
personal control, competence, and
ability
Cont of Principle 5

 B. Clarity and Saliency of Personal

Values, interests, and goals
 C. Personal Expectations for success or
failure
 D. Affect, emotion, and general states of
mind
 E. The resulting motivation to learn
Principle 6 – Intrinsic Motivation
to Learn
 Individuals are naturally curious and
enjoy learning, but intense negative
cognitions and emotions (e.g., feeling
insecure, worrying about failure, being
self-conscious or shy, and fearing
corporal punishment, ridicule, or
stigmatizing labels) thwart this
enthusiasm.
Principle 7 – Characteristics of
Motivation-Enhancing Learning
Tasks
 Curiosity, creativity, and higher order
thinking are stimulated by relevant,
authentic learning tasks of optimal
difficulty and novelty for each student.
DEVELOPMENTAL FACTORS
Principle 8 – Developmental
Constraints and Opportunities
 Individuals progress through stages of
physical, intellectual, emotional, and
social development that are a function
of a unique genetic and environmental
factors.
PERSONAL AND SOCIAL
FACTORS
Principle 9 – Social and Cultural
Diversity
 Learning is facilitated by social
interactions and communication with
others in flexible, diverse (in age,
culture, family background, etc) and
adaptive instructional settings.
Principle 10 – Social Acceptance,
Self-Esteem, and Learning
 Learning and self-esteem are
heightened when individuals are in
respectful and caring relationships with
others who see their potential,
genuinely appreciate their unique
talents, and accept them as individuals
INDIVIDUAL DIFFERENCES
Principle 11 – Individual
Differences in Learning
 Although basic principles of learning,
motivation, and effective instruction
apply to all learners (regardless of
ethnicity, gender, race, physical ability,
religion, or socioeconomic status),
learners have different capabilities and
preferences for learning mode and
strategies.
Cont. of Principle 11

 These differences are a function of

environment (what is learned and
communicated in different cultures or
other social groups) and heredity (what
occurs naturally as a function of genes)
Principle 12 – Cognitive Filters

 Personal beliefs, thoughts, and

understandings resulting from prior
learning and interpretations become the
individual’s basis for constructing reality
and interpreting life experiences.
Definition of Learner-Centered

 It is a perspective that couples a focus

on INDIVIDUAL LEARNERS (their
heredity, experiences, perspectives,
backgrounds, talents, interests,
capacities, and needs) with a focus on
LEARNING (the best available
knowledge about learning and how it
occurs and about teaching practices
Cont. (Def of Learner Centered)

 that are most effective in promoting the

highest levels of motivation, learning,
and achievement for all learners)
 This DUAL focus then informs and
drives educational decision making.
INNOVATIVE, INTERACTIVE &
INTEGRATIVE TEACHING
STRATEGIES IN FACILITATING
LEARNING
10 + 2 (Ten Plus Two)

 Direct instruction variation where the

teacher presents for Ten minutes;
students share and reflect for two
minutes, then the cycle repeats
1 st Trip (First Trip)

 A reading strategy consisting of title,

relationships, intent of the questions,
put in perspective
3-2-1 (Three-Two-One)

 Writing activity where the students write

Three (3) key terms from what they
have just learned, Two (2) ideas they
would like to learn more, One (1)
concept or skill they have mastered
5+1 (Five Plus One)

 Direct instruction variation where the

teacher resents for five minutes,
students share and reflect for one
minute, then the cycle repeats
Affinity

 This is a brainstorming approach that

encourages passive members to participate.
First, all members of the group write
responses to the problem or question on a
separate cards, then the cards are silently
grouped by each member while others
observe. After the discussion, the agreed
arrangement is recorded as an outline or
diagram
Agree/Disagree Matrix

 It is a formal approach used to discuss and

research issues. Students are polled for
agreement or disagreement with a statement
and their response as a group is recorded in
the matrix. Students research the topic, and
again their responses are recorded. Finally,
small groups meet to discuss the results and
changes
Agreement Circles

 It is an approach used to explore

opinions. As students stand in a circle
facing each other, the teacher makes a
statement. Students who agree step
into the circle
Baggage Claim

 Members in a new group are asked to write

five interesting facts about themselves on a
note card. For several minutes, people walk
around the room, introducing themselves and
sharing the facts on the card. Then they
exchange cards (baggage) and move on to
introduce themselves to others in the group.
Baggage (Cont)

 When the time is up, the teacher or

moderator collects all the cards and
either returns them to their owners or
reads the facts and ask the class to
identify the owner of the card.
(baggage)
Cubing

 A six-part technique to explore different

aspects of a topic. It includes:
 1. Describing
 2. Comparing
 3. Associating
 4. Analyzing
 5. Applying
 6. Arguing
Devil’s Advocate

 To initiate or stimulate a discussion or

debate, the teacher proposes or
defends an extreme or unpopular
viewpoint. Students will raise questions
and challenge the teacher to explain.
The students will also give their
opinions
Five Words-Three Words

 Students list Five topic-related words

independently. Students are grouped
and they share words. Groups pick
best three words and explain to class
their choice
Four Corners

 Label the four corners of the room with

“Strongly disagree, disagree, agree, and
strongly agree.” Read a controversial
statement and have students write on a
piece of paper whether they agree ,
disagree, agree or strongly agree with
the statement.
Four Corners

 When all students are finished writing,

have the students go to the corner
representing their point of view. All
students sharing the same point of view
work together to collect evidences and
present an argument supporting their
beliefs.
Idea Spinner

 Teacher creates a spinner marker into

four quadrants and labeled, predict,
explain, summarize, evaluate.
 After new material is presented, the
teacher spins the spinner and asks
students to answer a question based on
the location of the spinner.
Inside-Outside Circle

 This is a reviewing technique. Inside

and outside circles of students face
each other.
 Facing their partners, the students quiz
each other with questions they have
written.
 Outside circles create new pairs.
 Repeat the process
Line - Up

 Student teams are given concepts that

can be put each other.
 Each team member holds one concept
and the members line up to represent
the correct order.
List-Group Label

 This is an activity to help students

activate prior knowledge before
beginning a new topic.
 Student teams divide list of key words
into groups, then label each group.
Sketch to Stretch

 Sketch to stretch is intended to help

readers use sketches as a means of
exploring, expressing and sharing
interpretations of selections.
Lotus Blossom Technique

 From central idea, propose eight new

ideas.
 For each eight ideas, propose and
evaluate necessary details to implement
ideas.
Luck of the Draw

 All students’ names are put in a box.

 At the end of the class, a student’s
name is drawn at random from the
container.
 At the beginning of the next class, the
student whose name was drawn is
required to present a 3-5 minute review
of the previous day’s lesson.
Minute Papers

 This is an end-of-class reflection.

Students will write briefly to answer the
question “What did you learn today?”
and “What questions do you still have?”
Mock Trials

 Students learn about the legal system

by assuming the roles of lawyers,
witnesses, and judges to act out
hypothetical legal causes.
Novelty

 A motivational technique to engage

student early in instruction. Share
something unusual with students to
arouse their curiosity.
Think-Pair Share

 It involves a Three step cooperative structure.

 During the first step individuals think silently
about a question posed by the instructor.
 Individuals pair up during the second step
and exchange thoughts.
 In the third step, a pair share their responses
with other pairs.
Numbered-Heads Together

 Each student is assigned a number.

 Members of the group work together to
agree on the answer.
 The teacher randomly selects one
number.
 The student with that number answers
for the group.
Stir the Teams

 Students are assigned to teams and

each student in the team has a number
(Typically 1 through 4)
 Teams discuss their group answers to
the teacher’s question.
 When the team is done, it gives a
signal.
Stir the Teams

 When all teams are done, the teacher

calls a number from 1 to 4 and the
student with that number rotates to the
next group to share the team’s answer
with their new team.
One Sentence Summary

 Students are asked to write a single

summary sentence that answers the
“who, what, when where, when, why,
and how” questions about the topic.
Story Impressions
 The teacher presents 10 to 15 terms to
students prior to reading activity.
 These terms appear in the same order as
they appear in the reading.
 Students write a passage using the terms that
they think predicts what will happen at the
end of the story.
 Students share their predictions with other
members.
 Finally, the students read, comparing their
predictions (impressions)
Panels

 A small group acts as experts to answer

the questions of the people in the
largest group.
 In a classroom setting, students are
selected to become experts on a topic
and are given at least a day to prepare
for the discussion.
PMI (Plus-Minus-Interesting)

 A decision – Making strategy where

students silently list positive, negative
and other aspects of a problem or a
solution.
 Aspects are shared as a group list.
 All alternatives are considered before a
decision is made.
Prediction Pairs

 Students are paired as they listen to the

teacher read a passage aloud.
 At each pause in the reading, the
teacher prompts students to discuss
with their partner what they predict will
happen next in the reading.
Randomized Questioning

 In situations where the teacher wants to

ensure that all students have an opportunity
to answer questions, the teacher creates note
cards with the students’ names on them, then
shuffles the cards.
 After asking each question, the teacher
reveals the name of the student chosen at
random to answer the question.
Share-Pair Circles
 Divide class into two equal groups and each
group forms a circle.
 The inner circle faces outward and the outer
circle faces inward, to form pairs of facing
students.
 In response to teacher’s questions, each pair
discusses his ideas, then one of the circles
rotates to create a new pair.
 Repeat until the original pairs are facing each
other.
Taking Chips

 This is an activity that encourages

students’ participation. Response
management technique to motivate
students who do not often contribute,
and limit students who contribute too
much to discussion.
Voting Cards
 Students are given laminated cards at
the beginning of the year to be used to
express their opinions in class.
 When they agree with the statement,
they hold up a green card.
 If they disagree, the red card is shown.
 A yellow card will manifest indecision or
uncertainty.
Walking Tour

 Passages from reading are posted in

individual pages around the room.
 Groups tour the room and discuss each
passage, then they summarize.
Jigsaw

 Groups with 5 students each are set up.

 Each grouped is assigned some unique
material to learn and then to teach his
group members.
 To help in the learning, students across
the class working on the same sub-
section get together to decide what is
important and how to teach it.
Jigsaw

 After practice in these experts groups,

the original groups perform and
students teach each other.
 A test or assessment follows
Three-Step Interview

 Each member of a team chooses another

member to be a partner.
 During the first step, individuals interview
their partners by asking , clarifying questions.
 During the second step, partners reverse the
roles.
 For the final step, members share their
partner’s response with the team.
Round Robin Brainstorming
 The class is divided into small groups (4
to 6) with one person appointed as the
recorder.
 A question is posed with many answers
and students are given time to think of
the answers.
 After the “think-time”, members of the
team share responses with one another,
round robin style.
Round Robin Brainstorming

 The recorder writes down the answers

of the group members.
 The person next to the recorder starts
and each person in the group gives an
answer until time is called.
Three Minute Review

 Teachers stop any time during the

lecture or discussion and give the
students three minute to review what
has been said.
 The teacher may ask clarifying
questions or answer questions.
Team Pair Solo

 Students solve problems first as a team;

then with a partner; and finally on their
own.
Circle Stage
 First the teacher polls the class to see
among the students have special
knowledge to share.
 Those students (sage) stand and
spread out in the room.
 The teacher then has the rest of the
classmates each surround a “sage”,
with no two members of the team to the
same sage.
Circle Stage

 The sage explains what they know

while the classmates listen, and ask
questions and take notes.
Partners

 The class is divided into teams of four.

 Partners move to one side of the room.
 Half of each team is given an
assignment to master to be able to
teach the other half.
 Partners work to learn can consult with
other partners working on the same
material.
Partners

 Teams go back together with each set

of partners teaching each the other set.
 Partners quiz and tutor teammates.
 Team reviews how well they have
learned and taught and how they might
improve the process.
SORT

 State the details

 Organize the Data
 React in different perspectives
 Tell the class what you have learned
Graphic Organizers

 A visual outline provides pictorial of

graphic format to summarize key
concepts, ideas, and vocabulary.
TGT

 Talk about different issues

 Generate as many new ideas
 Teel your consensus or agreements in
class
REAP

 Reading to discover the author’s ideas

 Encoding the author’s ideas into one’s
own language
 Annotating those ideas in writing for
oneself or for sharing with others
 Pondering the significance of the
annotation.
Echo Reading

 The reader is seated slightly in front of

the teacher with both participants jointly
holding the reading material.
 Both read in unison; the voice of the
teacher is directed into the reader’s ear
at this close range.