FACILITATING LEARNER-

CENTERED TEACHING:
AN INTRODUCTION

Jed V. Madlambayan, PhD (cand.), RGC, LPT

Professor
Module 1: Learning as a Process
Lesson 1. Nature of Learning
A. Nature of Learning
B. Three Elements of Learning
C. The Learning Process
D. Characteristics of Learning
Lesson 2. Learner-Centered Psychological
Principles
A. Cognitive and Metacognitive Factors
B. Motivational and Affective Factors
C. Developmental and Social Factors
D. Individual Differences Factors
Module 2: Focus on the Learner
Lesson 3. Review on Human Development Theories
A. Psychoanalytic Theories
B. Cognitive Theories
C. Behavioral and Social Cognitive Theories
D. Moral Development Theory
E. Ecological Theory
Lesson 4. Student Diversity
A. Factors Affecting Student Diversity
B. Benefits of Student Diversity in the Learning Environment
C. Classroom Strategies for Student Diversity
Lesson 5. Learning/Thinking Styles and Multiple Intelligences
A. Learning/Thinking Styles
B. 9 Multiple Intelligences
C. Teaching Strategies Addressing Students’ Learning Styles and
Multiple Intelligences
Lesson 6. Learners with Exceptionalities
A. Categories of Exceptionalities
B. Physical Disabilities and Health Impairments
C. General Ideas to Help Students with Special Learning Needs
 Nature of Learning
 “Learning is a reflective process whereby the learner either
develops new insights and understanding or changes and
restructures his or her mental processes” (Ornstein, 1990).

 “Learning is an integrated, on-going process occurring

within the individual, enabling him to meet specific aims,
fulfill his needs and interests, and cope with the learning
process. This process involves unfreezing, problem
diagnosis, goal setting, new behavior, and refreezing”
(Lardizabal,1991).
 Nature of Learning
 “Learning is a change in an individual caused by experience.
Changes caused by development (such as growing taller) are
not instances of learning. Neither are characteristics of
individuals that are present at birth (such as reflexes and
responses to hunger and pain)” (Slavin, 1995).

 “Learning is the acquisition through maturation and

experience of new and more knowledge, skills and attitudes
that will enable the learner to make better and more adequate
reactions, responses, and adjustments to new situations”
(Calderon,1998).
 Three Elements of Learning

Change in Relatively Practice or

Learning
behavior permanent experience
“The illiterate of the 21st century
will not be those who cannot read
and write, but those who cannot
learn, unlearn, and relearn. ”
~Alvin Toffler
 The Learning Process
Unfreezing

Problem Diagnosis

Goal Setting

New Behavior

Refreezing
Characteristics of Learning

Learning is developmental.

Learning is interactive.

Learning is basic.
  The learning environment in
SCL has learner responsibility
What differentiates and activity at its heart, in
contrast to the emphasis on
SCL and (TCL) in instructor control and the
terms of learning coverage of academic content
environment? found in much conventional,
didactic teaching or TCL
(Cannon, 2000).
 The student-centered model requires that
instructors see each learner as distinct and
unique. This means recognizing that learners in
any classroom learn at different rates with different
styles, they have different abilities and talents,
their feelings of efficacy may vary, and they may be
in different stages of development.
 Student Diversity

Learning /Thinking Styles Multiple Intelligences

Sensory Preferences Brain Hemispheres Visual/Spatial

Tactile/Kinesthetic
Visual Leaners Auditory Leaners Left Brain (Analytic) Verbal/Linguistic
Learners

Iconic Talkers Right Brain (Global) Logical/Mathematical

Symbolic Listeners Bodily/Kinesthetic

Musical

Interpersonal

Intrapersonal

Naturalistic

Existential
 The learning environment supports positive
interactions among learners and provides a
supportive space in which the leaner feels
appreciated, acknowledged, respected, and validated.
Rather than trying to “fix” the learner, the learner has
the power to master his or her world through the
natural process of learning (McCombs & Whistler,
1997).
 Specific Cognitive or Academic
Difficulties
-Learning Disabilities (Dyslexia,
Dyscalculia, Dysgrahia)
-ADHD
-Speech and Communication Disorders

Social/Emotional and
Behavioral Difficulties
-Autism
Giftedness Exceptionalities
-Mental Retardation
-Emotional/Conduct
Disorders

Physical and Health Impairments

-Sensory Impairments
(Visual and Auditory Impairments)
  Learners find the learning
process more meaningful
What makes the when topics are relevant to
learning process their lives, needs, and
interests, and when they are
more meaningful in actively engaged in creating,
SCL? understanding, and
connecting to knowledge
(McCombs & Whistler, 1997).
  Are active participants in their own learning.
 Make decisions about what and how they
What are the will learn.
 Construct new knowledge and skills by
changed roles and building on current knowledge and skills.
responsibilities of  Understand expectations and are
students in S-C encouraged
measures.
to use self-assessment

classroom?  Monitor their own learning to develop

strategies for learning.
 Work in collaboration with other learners.
 Produce work that demonstrates authentic
learning.
  Recognize and accommodate different
learning modalities.
What are the  Provide structure without being overly
directive.
changed roles and
 Listen to and respect each learner’s
responsibilities of point of view.
teachers in S-C  Encourage and facilitate learners’ shared
decision-making.
classroom?
 Help learners work through difficulties by
asking open-ended questions to help
them arrive at conclusions or solutions
that are satisfactory to them.
  Learner motivation and actual learning
increase when learners have a stake in
their own learning and are treated as co-
creators in the learning process (McCombs
What are the & Whistler, 1997).
 Learners who meet with success in
benefits of SCL to assuming new responsibilities gain self-
confidence and feel good about themselves
students? (Aaronsohn, 1996).
 Learners demonstrate higher achievement
when they can attribute success to their
own abilities and effort instead of luck
(North Central Regional Laboratory, 2000).
 14 Learner-Centered Psychological Principles
Cognitive and Metacognitive Factors Developmental and Social Factors
❑ Nature of the learning process ❑ Developmental influences on
❑ Goals of the learning process learning
❑ Construction of knowledge  Social influences on learning
❑ Strategic thinking
❑ Thinking about thinking Individual Differences Factors
❑ Context of learning  Individual differences on learning
 Learning and diversity
Motivational and Affective Factors  Standards and assessment
❑ Motivational and emotional
influences on learning
❑ Intrinsic motivation to learn
❑ Effects of motivation on effort