Unit 1 Learner-centered Teaching: Foundations and Characteristics

Lesson 1 Learner-centered Teaching

Introduction
Students learn information by systematically examining the subject and critically
assessing the situation. Students are active members of this learning
process. A teaching approach where students are required to take on active learner
roles and responsibilities beyond listening passively to instructors’ lectures and taking
notes.
In this lesson we will look on to the nature of teaching in a learner centered
way.
Objectives
In this module you will be challenge to the following outcome:
1. Define learner-centered teaching.
2. Name the characteristics of learner-centered teaching.
3. Familiarized with the different learner-centered principles
Lesson Proper
Activity

Analysis
Form groups with three member each. Share your ideas. Summarize
your group work.
We think that learner-centered teaching focus on__________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Abstraction
Creating a learner-centered environment is the most important thing an
educator can do to optimize students’ learning. At first, this concept might be a little bit
uncomfortable for students, most of whom are accustomed to teacher-centered
learning experiences. Learner-centered teaching means subjecting every teaching
activity (method, assignment, or assessment) to the test of a single question: ‘‘Given
the context of my students, course, and classroom, will this teaching action optimize
my students’ opportunity to learn?’’ A learner-centered environment is different. It
requires students to take on new learning roles and responsibilities that go far beyond
taking notes and passing tests. It is an environment that allows students to take some
real control over their educational experience and encourages them to make important
choices about what and how they will learn. In learner-centered classrooms,
collaboration is the norm, not an occasional class activity.
Learner-centered teaching can optimize students’ opportunities to learn in
many different ways. Four specific aspects of learner-centered practice that are crucial
to achieving this optimization.
 Involving Students in Firsthand Learning
When students engage in firsthand learning experiences, they learn to figure
things out for themselves, to believe in the analytical abilities of their minds, to connect
with the world around them directly, and to learn to use their innate curiosity to discover
the power of their learning abilities (First Hand Learning Inc., 2007). However, this
powerful process is one with which students have limited familiarity, and they will need
our help to learn how to be successful firsthand learners.
Giving Students Choices About and Control of Their Learning
The second aspect, which goes to the heart of the learner-centered practice, is
to share more control over students’ learning with them. Sometimes we in education
forget that it is indeed the students’ learning we are trying to facilitate—it is, in fact, all
about them.
Giving students some say in their own learning is an important aspect of their
lives, giving them a greater sense of control, which leads to a greater sense of safety,
a greater trust in those in charge, and a willingness to be more active participants in
the process.
Teaching Students Lifelong Learning Skills
The third aspect of a learner-centered practice goes hand-in-hand with
teaching for long-term memory. As an integrated part of teaching our course content,
we need to teach the lifelong learning skills that our students will need to live
successfully in an ever-expanding global economy.
To optimize this preparation, we need to help our students develop
lifelong learning skills that include the learning-how-to-learn skills and strategies
needed to deal with the complex and challenging life ahead. Skills such as how to
locate needed information, how to evaluate the source of that information, how to
collaborate with others to create meaningful learning, how to solve problems found in
contexts different from those with which they are familiar, how to organize information
into meaningful patterns, and how to think in the specific ways of a subject discipline
are all skills that most students do not adequately possess and, therefore, need to
learn.
Promoting the Relevance of Learner-Centered Teaching
The fourth aspect of successfully implementing a learner-centered
practice is to be able to explain to students why you want them to change their roles
and responsibilities, and how these changes will produce deeper and long-lasting
learning.
One fascinating finding in the TV program Sesame Street was that the
children lost interest not because the colors were not bright enough or the characters
attractive, but when they did not understand what was going on. We should take this
lesson from Sesame Street to heart. Students might lose interest in what we are trying
to teach because they do not understand why the information is important or relevant
to their lives or to the learning goals of the class. Or it might be that they do not
understand how the information can be applied in any meaningful way, or why the
particular way the professor is requesting the information be learned is necessary or
the best way to learn it.
Application
Module 2: Paradigm Shift: From Teacher-centered to Learner-centered
Teaching

Lesson no.1 Essentialism

Introduction
An essentialist account of human nature could, at first sight, seem to be
something that a dedicated feminist philosopher should oppose. Essentialism is often
associated with old-fashioned, conservative, and even patriarchal thinking. Thus, it is
understood as something entirely inappropriate for the adequate justification of the
ideals crucial to feminist philosophy.
In this module, we will understand why this theory, even opposed by many
theories and philosophers still needs to be used as a theory for teacher-centered
learning.
Take the challenge!
In this module, challenge yourself to attain the following outcomes:
• Explain essentialism in your own words
• Name the different principles of essentialism
Lesson Proper
Activity
1. Examine the class where you belong.
2. Each student will answer this question: Name the things that are
necessary to you as a person. (Get at least 10 work of your classmate to
come up with a tally sheet).
Analysis
Answer the following.
1. In what things are you and your classmates the same?
2. In what things are you and your classmate different?
3. Are you glad that you have similarities? Differences? Explain your answer.
4. How can the teacher utilize these similarities and differences in teaching
you?
 Abstraction

WHAT IS ESSENTIALISM?
• is the view that every entity has a set of necessary attributes to its identity and
function. In early Western thought, Plato's idealism held that all things have
such an "essence"—an "idea" or "form". The contrary view—non-
essentialism—denies the need to posit such an "essence.”
• is the view that certain categories (e.g., women, racial groups, dinosaurs,
original Picasso artwork) have an underlying reality or true nature that one
cannot observe directly.

PRINCIPLES OF ESSENTIALISM
• Essentialists argue that classrooms should be teacher-oriented. An example
of essentialism would be lecture-based introduction classes taught at
universities. Students sit and take notes in a classroom that holds over one
hundred students. They take introductory-level courses to introduce them to the
content.
• Essentialism is a relatively conservative stance to education that strives to
teach students the knowledge of a society and civilization through a core
curriculum. This core curriculum involves such areas that include the study of
the surrounding environment, basic natural laws, and the disciplines that
promote a happier, more educated living. Other non-traditional areas are also
integrated as well in moderation to balance the education. Essentialists' goals
are to instill students with the "essentials" of academic knowledge, patriotism,
and character development through traditional (or back-to-basic) approaches.
This is to promote reasoning, train the mind, and ensure a common culture for
all citizens.
• Essentialism is a teacher-centered philosophy. The role of the teacher as the
leader of the classroom is a fundamental tenet of Educational essentialism. The
teacher is the center of the classroom, so they should be rigid and disciplinary.
Establishing order in the classroom is crucial for student learning; effective
teaching cannot occur in a loud and disorganized environment. It is the
teacher's responsibility to keep order in the classroom. [3]The teacher must
interpret the essentials of the learning process, take the leadership position and
set the classroom’s tone. These needs require an educator who is
academically well-qualified with an appreciation for learning and development.
The teacher must control the students with distributions of rewards and
penalties.
 • Essentialists believe that teachers should try to embed traditional moral values
and virtues such as respect for authority, perseverance, fidelity to duty,
consideration for others, and practicality and intellectual knowledge that
students need to become model citizens.

Application
Describe/present the concept of individual needs by means of the
following (choose only one).
• Song
• Poem
• Jingle
• Slide presentation
Reflection/analysis
Essentialism tries to instill all students with the most essential or necessary
academic knowledge, skills and character development. Essentialists argue that
classrooms should be teacher-oriented. The teacher should serve as an intellectual
and moral role model for the students.

Let us test your knowledge

Answer the following questions.
1. Explain the role of essentialism in the educational setting.
2. Describe strategies to promote the theory of essentialism.
3. Name some strategies to facilitate the concept of essentialism.
Readings/references
KATARIINA HOLMA (2007), Essentialism Regarding Human Nature in the
Defense of Gender Equality in Education, Journal of Philosophy of Education, Vol.
41, No. 1, 2

Lesson no. 2 Perennialism

Introduction
Perennialism in education aims to teach students to reason and develop minds
that can think critically. It aims to be a closely organized and well-disciplined
environment, which develops in students a lifelong quest for the truth.
In this module, try to engage yourself to adjust to the teacher-centered
principles of learning.
Take the challenge
In this module, yourself will challenge to the following outcome:
• Define what Perennialism is
• Name the goals of Perennialism in education
• Compare Perennialism from Essentialism
Lesson proper
Activity
1. Examine the title of the lesson. Quickly jot down at least five words that
come to your mind.
2. Go back to each word and write phase about what you think the word can
be associated with Perennialism.
Analysis
Form groups of three members each. Share your responses to each
other. Summarize your group work.
Abstraction

Perennialism is a teacher-centered educational philosophy that focuses

on everlasting ideas and universal truths. To clarify, Perennialism suggests
that education’s focus should be the ideas that had lasted for centuries
believing the ideas are as relevant and meaningful today as when they were
written.
Perennialists believe that the focus of education should be the ideas
that have lasted over centuries. They believe the ideas are as relevant and
meaningful today as when they were written. They recommend that students
learn from reading and analyzing the works by history's finest thinkers and
writers.

The goal of a Perennialism

The goal of a Perennialists education is to teach students to reason and
develop minds that can think critically. A Perennialists classroom aims to be a
closely organized and well-disciplined environment, which develops students a
lifelong quest for the truth. Perennialists believe that education should epitomize
a prepared effort to make these ideas available to students and guide their
thought processes toward understanding and appreciating the great works,
works of literature written by history’s finest thinkers that transcend time and
never become outdated.

Perennialists are primarily concerned with the importance of mastery of

the content and development of reasoning skills. The adage “the more things
 change, the more they stay the same” summarizes the Perennialists’
perspective on education. Skills are still developed sequentially. For example,
reading, writing, speaking, and listening are emphasized in the early grades to
prepare students later to study literature, history, and philosophy.

Perennialists believe that the focus of education should be the ideas that
have lasted over centuries. They believe the ideas are as relevant and
meaningful today as when they were written. They recommend that students
learn from reading and analyzing the works by history's finest thinkers and
writers. Essentialists believe that when students study these works and ideas,
they will appreciate learning. Similar top perennialism, essentialism aims to
develop students' intellectual and moral qualities. Perennialists classrooms are
also centered on teachers to accomplish these goals. The teachers are not
concerned about the students' interests or experiences. They use tried and true
teaching methods and techniques that are believed to be most beneficial to
disciplining students' minds. The Perennialists curriculum is universal and is
based on their view that all human beings possess the same essential nature.
Perennialists think it is important that individuals think deeply, analytically,
flexibly, and imaginatively. They emphasize that students should not be taught
information that may soon be outdated or found to be incorrect. Perennialists
disapprove of teachers requiring students to absorb massive amounts of
disconnected information. They recommend that schools spend more time
teaching about concepts and explaining they are meaningful to students. The
only example I can think of would be a class about religion or history. The
instructor would use religious books and historical documents.

Application
Supply the information needed in each frame.
Goals/principle of Essentialism Goals/principle of Perennialism

Reflection/ analysis
As you compare Essentialism to Perennialism, what are the things you have
learned from it? Write your answer in an essay form.
Let us test your knowledge!
Answer the following questions?
1. Explain the role of perennialism in educational setting.
2. Describe strategies to promote the theory of perennialism.
 3. Name some strategies to facilitate the concept of perennialism.

Readings
What is Perennialism? EDUPEDIA, June 10, 2018
Perennialism, www.siue.edu

Lesson no. 3 Progressivism

Introduction
Progressive education is a response to traditional methods of teaching. It is
defined as an educational movement that gives more value to experience than
formal learning. It is based more on experiential learning that concentrates on the
development of a child's talents.
In this lesson, we will look at the progress of education in a progressive way.
Take the challenge
In this lesson, challenge yourself to the following outcomes:
• Define what progressivism is.
• Name the different principles of progressivism in education
Lesson Proper
Activity
Form groups about 3-5 members each.
1. Brainstorm on how each one in the group progresses in their education,
like how they attain such progress.
Analysis
Discussion questions:
1. In what ways you and your groupmates have the same way of progressing
in their education?
2. In what ways you and your groupmates differ in the way of progressing in
their education?
3. What other things can you do to have a progressive education?
Abstraction
What is progressivism?
Progressivists believe that education should focus on the whole child,
then on the content or the teacher. This educational philosophy stresses that
students should test ideas through active experimentation. Learning is rooted
in the questions of learners that arise through experiencing the world.
Progressivists believe that individuality, progress, and change are
fundamental to one's education. Believing that people learn best from what
they consider most relevant to their lives, progressivists center their curricula
on students’ needs, experiences, interests, and abilities.
Goal of Progressivism
One of its main objectives was to educate the “whole child”—that is, to
attend to physical, emotional, and intellectual growth. The school was
conceived of as a laboratory where the child was to take an active part—
learning through doing.

Most Progressive Education programs have these qualities in common:

• Emphasis on learning by doing – hands-on projects, expeditionary
learning, experiential learning.
• Integrated curriculum focused on thematic units.
• Integration of entrepreneurship into education.
• Strong emphasis on problem-solving and critical thinking
• Group work and development of social skills
• Understanding and action as the goals of learning as opposed to rote
knowledge
• Collaborative and cooperative learning projects
• Education for social responsibility and democracy
• Highly personalized learning accounting for each individual's personal
goals
• Integration of community service and service-learning projects into the
daily curriculum
• Selection of subject content by looking forward to asking what skills will be
needed in the future society
• De-emphasis on textbooks in favor of varied learning resources
• Emphasis on lifelong learning and social skills
• Assessment by evaluation of child's projects and productions

What are progressive methods of teaching?

The new or progressive teaching methods are based on the

Philosophy of John Dewey that education is life, growth, reconstruction of
human experiences, and a social process. The main goal of the
new methods is personality development through proper stimulation, direction,
and guidance.
The new or progressive teaching methods are based on the Philosophy
of John Dewey that education is life, growth, reconstruction of human
experiences, and a social process.
The main goal of the new methods is personality development through
proper stimulation, direction, and guidance. Guidance and counseling of the
students go hand in hand with the regular methods and techniques of teaching.
The new methods place more emphasis on thinking and less upon
memorizing, more on understanding and less on merely accumulating facts,
and more through genuine interest and less learning through coercion.

Application
1. Think of a topic related to your field of specialization.
2. Indicate how you can apply progressivism to your students to construct
their understanding of the topic.
 Progressivism Principles What I will do to teach the topic

Reflection/analysis
Progress, and change are fundamental to one's education. Believing that
people learn best from what they consider most relevant to their lives, progressivists
center their curricula on students’ needs, experiences, interests, and abilities.
Quiz
Answer the following
1. Explain the role of progressivism in facilitating learning.
2. Describe strategies to promote knowledge progress.
3. Describe strategies to facilitate concept learning.
Readings
Progressivism in Education, Wikipedia.org

Lesson no. 4 Humanism

Introduction
Based on the belief that the education that is good for a person is also best for
the nation’s well-being, the individual learner is not regarded as passive or at least
easily managed recipient of input. S/he is the choosing or self-selecting organism.

In this lesson, you will learn why humanism in education is important.

Take the challenge

In this lesson, challenge yourself to the following learning outcomes:
• Define humanism
• Name the different goals and principles of humanism
Lesson Proper
Activity
Form a group with 3 member each. Think the title of the lesson.
1. List down at least five ideas you have in mind.
2. What ideas you and your groupmate have in common?
3. What ideas each one of you differ?
 Analysis
Answer this activity …
I think HUMANISM
is_________________________________________.
Abstraction
What is humanism?
Humanism focuses on human beings being free to act and control their
destinies. It centers on human values, interests, capacities, needs, worth, and
dignity. Learning refers to the acquisition of new knowledge, behaviors, skills,
and values through a process of study, practice, and/or experience.

Why is humanism so important?

During the Renaissance, Humanism played a major role in
education. Humanists —proponents or practitioners of Humanism during the
Renaissance—believed that human beings could be dramatically changed by
education. The Humanists of the Renaissance created schools to teach their
ideas and wrote books all about education.
Overall, Humanist education was thought at the time to be
an important factor in the preparation of life. Its main goal was to improve the
lives of citizens and help their communities. Humanist schools combined
Christianity and the classics to produce a model of education.

What is the humanism theory?

Humanistic psychology is a perspective that emphasizes looking at

the whole individual and stresses concepts such as free will, self-efficacy, and
self-actualization. Rather than concentrating on dysfunction, humanistic
psychology strives to help people fulfill their potential and maximize their
well-being.

What is humanistic approach in curriculum?

The Humanistic Curriculum is based on the belief that the education
that is good for a person is also best for the well-being of the nation. Here, the
individual learner is not regarded as a passive or at least easily managed
recipient of input. S/he is the choosing or self-selecting organism.

What is humanism philosophy of education?

Humanism was developed as an educational philosophy by
Rousseau (1712-1778) and Pestalozzi, who emphasized nature and the basic
goodness of humans, understanding through the senses, and education as a
gradual and unhurried process in which the development of human character
follows the unfolding of nature.

What are the main principles of the humanistic approach to learning?

Some core principles are important: respect for life and human
dignity; equal rights and social justice; respect for cultural diversity, as well as
 a sense of shared responsibility and a commitment to international solidarity.
These principles are all fundamental aspects of our common humanity.

Humanistic principles

A humanistic approach to education and development is based on the

foundation of an integrated approach to knowledge, learning and development.
Some core principles are important: respect for life and human dignity; equal
rights and social justice; respect for cultural diversity, as well as a sense of
shared responsibility and a commitment to international solidarity. These
principles are all fundamental aspects of our common humanity. It is an
approach that recognizes the diversity of knowledge systems, worldviews, and
conceptions of well-being as a source of wealth. It recognizes the diversity of
lived realities while reaffirming a common core of universal values. A humanistic
approach implies a central concern for sustainable human and social
development, in which the fundamental purpose of education should be to
sustain and enhance the dignity, capacity and welfare of the human person in
relation to others and to nature. This implies inclusive policy-making, and
transparency and accountability in the provision of meaningful learning
opportunities for all.

Humanistic approach
The major focus of a humanistic approach is the development of the
whole student with an emphasis on emotional aspects of the student. The
learning concentrates upon the development of the student’s self-concept. If
the student feels good about him or herself then that is a positive start. Feeling
good about yourself involves an understanding of your talents, strengths and
weaknesses, and a belief in your ability to improve.
Learning is not an end in itself. It is the means to progress towards the
pinnacle of self-development (self-actualization). A student learns because he
or she is intrinsically driven, and derives his or her reward from the sense of
achievement that having learned something affords. This differs from the
behaviorist view that expect extrinsic rewards to be more effective.
Within the humanistic approach, education is about creating a need
within the student, or cooperate with the student his self-motivation. Humanism
is about rewarding yourself. Intrinsic rewards are rewards from within oneself,
rather like a satisfaction of a need.
Gage and Berliner (1991) described 4 basic objectives:
1. Promote and develop positive self-direction and independence;
2. Develop the ability to take responsibility for what is learned;
3. Promote and develop creativity;
4. Promote and develop curiosity.

Application
After reading this lesson, go back to your group and do the activity?
1. List down at least five ideas you have learned.
2. What ideas you and groupmate have in common?
3. What ideas each one of you differ?
 Analysis
Answer this activity …
HUMANISM is_________________________________________.

Reflection/analysis
Humanism is a paradigm / philosophy / pedagogical approach that believes
learning is viewed as a personal act to fulfill one’s potential.

Quiz
Answer the following questions.
1. What is Humanism?
2. How important is Humanism to education/ learner?
3. Discuss at least one principle of Humanism in your own thinking.
Readings

Huitt, W. (2001). Humanism and open education. Educational Psychology

Interactive. Valdosta, GA: Valdosta State University. Retrieved September 11, 2007,
from the URL: http://chiron.valdosta.edu/whuitt/col/affsys/humed.html.

Rogers, C., & Freiberg, H. J. (1994). Freedom to learn (3rd Ed.). New York:
Macmillan.

DeCarvalho, R. (1991). The humanistic paradigm in education. The

Humanistic Psychologist, 19(1), 88-104.

Lesson no. 5 Constructivism

Introduction
Constructivism is an approach to learning that holds that people actively
construct or make their own knowledge and that reality is determined by the
experiences of the learner.
In this module we will learn how this theory is used in the learner-centered
learning.
Take the challenge
In this module, yourself will be challenge with the different learning outcomes:
• Explain the role of constructivism in facilitating learner-centered learning.
• Name the different characteristics of constructivism.

Lesson Proper
Activity
“Teaching is not all about learning;
It is also about doing.”
 What ideas/image came to your mind when you read “Teaching is not
all about learning; but is also by doing.” Discuss your answer.
Analysis
What do you think the quotation meant? What two kinds of teaching
are being referred to? Explain your answer.

Abstraction

Constructivism is based on the belief that learning occurs

as learners are actively involved in a process of meaning and knowledge
construction as opposed to passively receiving information. Learners are the
makers of meaning and knowledge.
Constructivism is 'an approach to learning that holds that people actively
construct or make their own knowledge and that reality is determined by the
experiences of the learner'.
Constructivism says that learners bring their personal experiences into
the classroom and these experiences have a tremendous impact on students'
views of how the world works.
Characteristics of constructivism
1. Learners construct understanding. Constructivist do not view learners as
active thinkers who interpret new information based on what they already
know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is
very important. I t is through the present views or scheme that the learner
has that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivist believe in creating
a community of learners within classrooms. Learning communities help
learners take responsibility for their own learning. Learners have a lot of
opportunities to cooperate and collaborate to solve problems and discover
things. Teachers play the role of a facilitator rather than an expert who has
all the knowledge.
4. Meaningful learning occurs within authentic learning task. An authentic task
is the one that involves a leaning activity that involves constructing
 knowledge and understanding that is so kin to the knowledge and
understanding needed when applied in the real world.

Two views of Constructivism

Individual Constructivism. This also called cognitive constructivism. It
emphasizes individual, internal construction of knowledge. It is largely based
on Piaget’s theory. Proponents of this type choose child-centered and discovery
learning. They believe the learners should be allowed to discover principles
through their own exploration rather than direct instruction by the teacher.
Social Constructivism. This view emphasizes that knowledge exist in
a social context and is initially shared with others instead of being represented
solely in the mind of an individual. Hence, construction of knowledge is shared
by two or more people. According to social constructivists, the opportunity to
interact and share among learners help to shape and refine their ideas.
Knowledge construction becomes social, not individual.

Application
Create a situation where you can apply the constructivism theory. As much as
possible situations are located inside the classroom. Explain your answer why this
situation happens.
Reflection/analysis
Constructivist classroom is solving problems. Students use inquiry methods
to ask questions, investigate a topic, and use a variety of resources to find solutions
and answers. As students explore the topic, they draw conclusions, and, as
exploration continues, they revisit those conclusions.

C. Dimensions of learner-centered teaching

In a book written by Weimer (2002), she said that students to be learner-centered,
the instructional practice needs to change in five ways:
1. The function of content in learner-centered teaching includes giving students
a strong knowledge foundation, applying the content, and the ability to learn
more independently. Students need to understand why they need to know the
content, and they need to be actively engaged in learning.
2. The role of the instructor focuses on helping students learn. Instructors
should not just disseminate information. Instead, they should create an
environment in which students can learn. The teaching and learning methods
that instructors use should be appropriate for student learning goals.
3. The responsibility for learning shifts from instructor to the students.
Instructors should proactively assist their students in taking responsibility for
their learning by creating situations that motivate them to accept this
responsibility. Further, instructors should guide students to acquire skills that
will help them learn in the future. When students assume responsibility for their
learning, they become self-directed, lifelong learners aware of their learning
abilities.
 4. The purposes and processes of assessment shifts from only assigning
grades to include providing constructive feedback to assist student
improvement. Learner-centered teaching integrates assessment with feedback
as a part of the learning process.
5. The balance of power shift so that the instructor shares some decisions about
the course with the students such that the instructor and students collaborate
on course policies and procedures. Learner-centered teaching maintains an
appropriate balance of power between the instructor and the students by giving
them opportunities to learn and control overexpressing perspectives and their
learning methods and assessment.

Quiz
Answer the following questions
1. Explain the role of constructivism in facilitating learning.
2. Describe strategies to promote knowledge construction.
3. Describe strategies to facilitate concept learning.

References:
Brenda B. Corpuz, et.al, (2014), Facilitating Learning: A Metacognitive
Process, 4th Edition, Lorimar Publishing, Inc., Quezon City
Dalisay G. Brawner (2018), Facilitating Learner-centered Teaching, Adriana
Publishing Co., Inc., Quezon City
Doyle, Terry. Helping Students Learn in a Learner-centered environment. A
Guide to Facilitating Learning in Higher Education. 2008. Stylus Publishing, LLC.
Sterling, Virginia.
https://books.google.com.ph/books?hl=en&lr=&id=oyvFCkwjJWoC&oi=fnd&pg=PR1
3&dq=facilitating+learner+centered+teaching&ots=qe6zdKN6Wb&sig=Pv0FMWAfSy
GdHepiGdNx1t2hEBc&redir_esc=y#v=onepage&q=facilitating%20learner%20center
ed%20teaching&f=false