Report Ed.

5 - Facilitating Learner-Centered Teaching: The Learner-Centered Approaches with

Emphasis on Trainer's on Methodology 1

Views about Learning

Principles of Learning

Prepared by:

Jennara P. Allas

BTLEd-IA-2-A1

First Semester, A.Y. 2019-2020

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 Views about Learning and Principles of Learning

A.Views about Learning

1. Learning process

2. Pedagogies

3. Role play

4. Learn while you play

5. Learn through games

6. Lateral thinking

7. Discovery learning

8. Peer teaching

B. Principles of Learning

Introduction

Almost every action we take is the result of past learning yet, for some people, learning
still remains an activity undertaken in, or associated with, an educational context. As babies we
learn to eat, to gain attention, to crawl, to walk, etc. and as we develop into children, and our
bodies become more functional, we learn an inordinate range of skills. Traditionally, research
and studies around learning focused primarily on early-years learning through childhood and
adolescence. However, it is now recognized that learning is a continuous process that
commences at birth and continues until death; it is the process through which we use our
experience to deal with new situations and to develop relationships.

A lot of our learning occurs randomly throughout life, from new experiences, gaining
information and from our perceptions, for example: reading a newspaper or watching a news
broadcast, talking with a friend or colleague, chance meetings and unexpected
experiences. Many experiences in life provide us with learning opportunities from which we can
choose whether or not to learn. This type of experiential learning is in contrast to more formal
approaches to learning such as training, mentoring, coaching and teaching, all of which have
some type of structure in that they are planned learning involving a facilitator.

Teaching, training and other structured learning opportunities are activities that one person does
to another, while learning is something we can only do for ourselves. Learning involves far more
than thinking: it involves the whole personality - senses, feelings, intuition, beliefs, values and
will. If we do not have the will to learn, we will not learn and if we have learned, we are actually
changed in some way. If the learning makes no difference it can have very little significance
beyond being random ideas that float through our consciousness. Learning needs to meet some
personal need and recognizing and identifying such needs enables us to evaluate whether the
learning has been worthwhile and successful.
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 Views about Learning

1. Learning process

Many principles are used to accelerate learning process. Learning style

depends on students’ preferences, students’ information processing capability,
personality, social interaction tendencies, cultural diversity in the learning place
and instructional methods. It may be difficult to model learning process precisely.
There is a lot of disagreement between the educators and psychologists in the
understanding of learning process. However, they agree that learning can be
explained by the combination of two approaches namely, behaviorism and
cognitive theory. Some of the principles that affect learning are readiness,
exercise, effect, primacy, intensity, regency and perception.

2. Pedagogies

Different pedagogies are used for teaching different subjects. The well-
known, time tested standard and traditional pedagogies are chalk and talk,
demonstration, tutorials, experiments and questions. But it has been found that
these pedagogies fall short of expectations. So, there have been efforts to identify
more effective novel strategies for teaching. We shall discuss some of the novel
pedagogies and some of e-learning methods.

Recent pedagogies include ‘Role play’, ‘learn while you play’, ‘Learn
through games’, promoting ‘Lateral thinking’, ‘Discovery learning’, ‘Cooperative
learning’, ‘Case studies’ and ‘Peer teaching’. More recent methods are e-learning
and m-learning pedagogies. We shall discuss each of these in detail

3. Role play

Role play as a pedagogy has been in use for some time now [3]. It has
been recognized as an effective learning tool especially for development of
attitudinal skills. It exposes the participants to different views / perspectives for
the same situation. All the participants may have gone through the theory of
situations and how to react to such situations. However, in practice, one may find
himself / herself wanting. Role play lets the participants go through the
experience and to understand what different people may think / do at the same
situation. In a role play a scenario is explained through a brief given to set of
players. Each player may have been given different responsibilities and with
different goals / objectives.

4. Learn while you play

This pedagogy is use in use since kindergarten scheme of education is in

vogue. This pedagogy is used mainly to help children get out of their
homesickness in to a system of education. The system is use from 19 Century.
The pedagogy is useful in making even the reluctant child to join his / her friends
in learning the basics of language / numbers. It has been found to be very
effective across large societies. One of the reasons for this pedagogy to be
successful is that it makes learning an interesting activity. It can possibly be

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 beneficial if the same pedagogy is extended on higher learning also, specifically
for learning skills.

5. Learn through games

It seeks to initiate reactions (management decisions) from students in a

simulated environment. The game(s) can be played by a group of students across
the table or it can be played over the Internet. Assisted learning is possible with
the teacher providing necessary inputs so the student makes correct decisions. A
good example is TOC V6 that can be played over the Internet [7]. The game lets
the students to create a company, operate railway lines, plan routes and tariffs,
plan advertisement and management strategies based on simulated results. In this
game, the player is expected to make management decisions in the spheres of
personnel, business planning, marketing and financial management.

6. Lateral thinking

The term Lateral Thinking was invented in the year 1967 by Edward De
Bono. It lets the students to think ‘out of the box’. The practice has been found to
be useful in many situations. The website by the author is very useful in
understanding the full capabilities of the practice of lateral thinking. In any
situation, one can find the way out by simply thinking differently. As an
approach, it is beneficial for all students to be encouraged in the art of lateral
thinking as they are likely to face different problems than the ones for which they
are prepared now. Good example of lateral thinking is the game of crossword. It
tries to find an answer to a seemingly difficult statement.

7. Discovery learning

It is a good tool to let the students learn new concepts simply by

discovering them. It is originally proposed by Jerome Bruner. Discovery Learning
is a method of inquiry-based instruction, discovery learning believes that it is best
for learners to discover facts and relationships for themselves. This pedagogy
allows knowledge to be constructed by the students themselves. In this method,
the learner discovers the facts from their past experience and existing knowledge.
David Kolb has suggested an experimental learning model in 1984 as shown
below.

8. Peer teaching

This has been found to be very effective in teaching students with mixed
capabilities. This strategy exploits the advent of ICT (Information
Communication Technology) in the field of education. In an UNESCO study
conducted at Malaysia, it has been found that this pedagogy is very helpful for
students in learning. This strategy has been identified as “hands On, Heads On,
Hearts On” strategy. There are many benefits of this strategy as this makes it
possible for the learning to continue beyond the classroom and the examinations.
It encourages collaboration among the students. But it must be borne in mind that
a good student may not always be a good teacher.

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 Principles of Learning

1. Learning is an experience which occurs inside the learner and is activated by the learner.
This means that learning will not take place unless the learner her/himself allows it to happen in
his/her mind. It is not primarily controlled by the teacher, rather on the learners' wants, interests
and motivation to learn. In real classroom setting, the teacher must engage learners in activities
that are connected to their lives.

2. Learning is the discovery of the personal meaning and relevance of ideas.

This is somewhat the same with principle number one. Learners can easily understand concepts
if these are relevant to their needs and problems. Hence, as teachers, we must relate the lesson to
the learners' needs, interests and problems.

3. Learning is a consequence of experience.

In short, use experiential learning as much as possible period. Hehehe...

4. Learning is a cooperative and collaborative process.

Learners will learn more if they are given chances to work together and share ideas. Make use of
group activities.

5. Learning is an evolutionary process.

Learning especially if this means a change in behavior, does not happen in a click. This requires
time and diligence. So as teachers, be patient. Be patient. Be patient. Be patient.

6. Learning is sometimes a painful process.

This means that learning requires sacrifice, hardwork, study time. Let the learners realize this
okay?

7. One of the richest resources for learning is the learner him/herself.

Let's not be too "centered" upon ourselves. Let's draw the discussion not only on our own
experiences as teachers but on the learners' experiences as well. Listen and let the learners share
their prior knowledge, stories, information, etc that can enrich the learning process.
Encourage free sharing inside the classroom.

8. The process of learning is emotional as well as intellectual.

Learners can't learn that much if they have something that is bothering their minds. These can be
problems and worries they have either in or out of the classroom. Thus, as teachers, let us be
sensitive to our students' problems. We can't teach learners with empty stomachs remember?

9. The process of problem solving and learning are highly unique and individual.

Make use of different teaching strategies that can cater multiple intelligences and learning styles.

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 References:

Internet Sources:

http://jaylordlosabia.blogspot.com/2010/09/principles-of-learning-horne-and-pine.html.