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  • GRAPHIC ORGANIZER in EDUC 228

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    Joy PAHUYO
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    This document compares teacher-centered and learner-centered approaches to education. In a teacher-centered or pedagogical approach, the teacher defines learning objectives and assesses students, while students are dependent and externally motivated. In contrast, a learner-centered or andragogical approach positions learners as independent, self-directed, and intrinsically motivated. Learners define learning objectives with guidance from the teacher, who acts as a resource. The document also outlines Taylor's model of the learning cycle, which involves stages of disorientation, exploration, reorientation, and equilibrium as learners critically analyze new knowledge and skills.

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    Graphic Organizer

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    This document compares teacher-centered and learner-centered approaches to education. In a teacher-centered or pedagogical approach, the teacher defines learning objectives and assesses students, while students are dependent and externally motivated. In contrast, a learner-centered or andragogical approach positions learners as independent, self-directed, and intrinsically motivated. Learners define learning objectives with guidance from the teacher, who acts as a resource. The document also outlines Taylor's model of the learning cycle, which involves stages of disorientation, exploration, reorientation, and equilibrium as learners critically analyze new knowledge and skills.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    8 views1 page

    GRAPHIC ORGANIZER in EDUC 228

    Uploaded by

    Joy PAHUYO
    This document compares teacher-centered and learner-centered approaches to education. In a teacher-centered or pedagogical approach, the teacher defines learning objectives and assesses students, while students are dependent and externally motivated. In contrast, a learner-centered or andragogical approach positions learners as independent, self-directed, and intrinsically motivated. Learners define learning objectives with guidance from the teacher, who acts as a resource. The document also outlines Taylor's model of the learning cycle, which involves stages of disorientation, exploration, reorientation, and equilibrium as learners critically analyze new knowledge and skills.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 1

    Teacher- Learner-

    centered centered
    GRAPHIC ORGANIZER

    - Learners are independent, self-directed


    - Learners are dependent ANDRAGOGY - Learners are intrinsically motivated
    PEDAGOGY
    - Learners are externally motivated - Independent projects, student-led debates,
    - Setting learning objectives and assessing and critical thinking are all characteristics of
    skills/knowledge are entirely the this class. Students define learning objectives
    responsibility of the teacher. with some supervision from the teacher, who
    functions as a resource and "side guide."
    MODULE 1

    ADULT- Taylor’s Model


    ADULT- of the Learning
    EDUCATOR LEARNER
    Cycle

    LEARNING Stage 1 – Disorientation


    ENVIRONMENT -learner is confronted with an
    uncommon event or thought.

    Intellectual MODULE 2 EDUC 228 MODULE 3


    Stage 2 – Exploration
    development
    -helps the learner’s "name"
    (identify) the problem.

    DUALISM/RECEIVED Stage 4- Equilibrium Stage 3 – Reorientation


    MULTIPLICITY/SUBJECTIVE RELATIVISM/PROCEDURAL
    KNOWLEDGE -the learner has demonstrated a -educator's responsibility is to
    KNOWLEDGE KNOWLEDGE
    -knowledge is absolute clear sense of comfort with support and help the learner
    -learners' acceptance of -to acknowledge that knowledge
    and reachable acceptance of the new through the process of critically
    various "truths is relative and situational.
    knowledge/skill analyzing the information.

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