Republic of the Philippines

SORSOGON STATE COLLEGE

Sorsogon City Campus
Sorsogon City

Name: JHON DAVE SURBANO Date: February 15, 2022

Course & Year: BSED-SCIENCE 2A

4. which should be give more value: learner-centred or structure-centred teaching and

learning set-up ? is it a choice, a blend or balance between the two? Why?

Which should be give more value: learner-centred or structure-centred teaching and

learning set-up. The answer to these questions could be any number of things depending on
the preferences of the person. These might be some of the first questions Knowledge Works
coaches would ask to get educators to start envisioning what is should give more value a
learner-centred classroom might look like and why it is needed in structure-centred teaching
and learning set-up. Although a foundational shift from a traditional classroom, a
learner centred approach does not eliminate the teacher. A learner-centred environment
encourages students to learn in a more collaborative manner. When necessary, the teacher acts
as a facilitator, modelling instructions and providing feedback and answering questions. It is up
to the student to decide how they want to learn, why they want to learn that way, and with
whom they want to learn. Learner-centred is a method of instructions in which the student is in
the centre of focus and the teacher has the least impression in language instruction. Structure-
centred and learning set-up, on the other hand, occurs in a setting that the teacher plays the
main role. Bowers and Flinders (1990) identified teacher-centred model as an industrial
production in which students is a product and behaviours of “exit skills” or “out comes”. Also,
the learner-centred approach means self and life-long education when teachers should changes
their traditional roles from teller to coordinator and from material users to teaching material
providers (Baldauf & Moni, 2006). So for me, I think it is a blend because we currently used the
Inclusive education and different kinds of approaches inside the classroom in order for the
learner adapt knowledge and in order to have good communication along with the learner and
the instructors. Students in teacher-centred education focus solely on the teacher. They speak,
and the students only listen. Students work alone during activities, and collaboration is
discouraged. When education is centred on the teacher, the classroom remains orderly. The
students are quiet, and you have complete control over the classroom and its activities.
Students gain independence and make their own decisions because they learn on their own
terms. They don't have to worry about students missing an important topic because they direct
all classroom activities. teachers are encouraged to use strategies for enhancing a student’s
intrinsic motivation, including adapting activities to students’ interests, calling attention to the
instrumental value of academic activities, incorporating game-like features and providing
opportunities to exercise autonomy and make choices (Brophy and Good, 2003). And while
Student-centred instruction. The instructional goal in student–centred classrooms, based on
constructivist principles of learning, is to create a learning environment where knowledge is
constructed by the teacher and students rather than transmitted directly by the teacher.
Brophy (1999) explains that in these classrooms students are expected to “strive to make sense
of what they are learning by relating it to prior knowledge and by discussing it with others” (p.
49). The class acts as “a learning community that constructs shared understanding” (Brophy,
1999, p. 49). When a classroom operates with student-centred instruction, students and
instructors share the focus. Instead of listening to the teacher exclusively, students and
teachers interact equally. Group work is encouraged, and students learn to collaborate and
communicate with one another. Students learn important communicative and collaborative
skills through group work. Students learn to direct their own learning, ask questions, and
complete tasks independently. Students are more interested in learning activities when they
can interact with one another and participate actively. For example, Rogers and Freiberg (1999)
suggest that such a shift requires teachers to adopt a person-centred, rather than a
teacher centred, orientation toward classroom management, which features shared
leadership, community building, and a balance between the needs of teachers and students.
Brophy (2006) argues that “a management system that orients students toward passivity and
compliance with rigid rules undercuts the potential effects of an instructional system that is
designed to emphasize active learning, higher order thinking, and the social construction of
knowledge” (p. 40). Students can address their own needs and interests while also having the
freedom to think critically and creatively by sharing power. Students can create their own
meaning for content and better connect new knowledge to prior knowledge. Students who
have options can become active learners who are interested in and involved in their education.
Instructors can assist students in finding meaning in their learning and increasing their
participation in the course. As a result, I conclude that learner-centred teaching encourages
students to reflect on what and how they are learning. Because I was convinced that learner-
centred teachers discuss learning. They ask students what they are learning in casual
conversations. They may discuss their own learning in class. They challenge student
assumptions about learning and encourage them to accept responsibility for decisions they
make about learning; such as how they study for exams, when they do assigned reading,
whether they revise their writing or check their answers. Learner-centred teachers incorporate
assignment components in which students reflect, analyse, and critique what and how they are
learning. The goal is to make students aware of their own abilities as learners and to make
learning skills something they want to pursue.
Sources:

Brophy, J. & Good, T. (2003). Looking in classrooms (9th edtion.). New York: Pearson Education, Inc.

Baldauft, R. B., & Moni, k. (2006). Learner-centeredness in Teaching English as a

Foreign Language. Thai TESOL International Conference, Chiang mai, Thailand

Bowers, C. A., & Flinders, D.J. (1990). Responsive Teaching . Teachers Collage Press: New York.