UNIT I LEARNER-CENTERED TEACHING

FOUNDATIONS AND CHARACTERISTICS

EDMUNDO OCAMPO
LEARNER-CENTERED INTRUCTION PROMOTES:
LEARNERS PERSPECTIVE
- EMPOWERS THE LEARNERS TO PARTICIPATE IN THE LEARNING PROCESS.
- PLACES THE LEARNERS AT THE CENTER OF THE LEARNING PROCESS.
- PRO ACTIVE ROLE
- INFLUENCES COURSE CONTENT AND ACTIVITIES.
- ACTIVE REFLECTION ON THEIR LEARNING PROCESSES.

TEACHER PERSPECTIVE
- AGENT FOR TRANSMISSION OF KNOWLEDGE
- FACILITATOR
CHARACTERISTICS OF LEARNER-CENTERED EDUCATION
SHIFTING EDUCATION FROM TEACHER-
CENTERED TO LEARNER-CENTERED
PARADIGM
◦ For centuries, education has been teacher- centered, that is the classrooms have been
dominated by teachers.
◦ All round the world, the educationists in conformity with tradition have emphasized
transferring knowledge and skills from teachers to learners. In ancient Greek,
Indian and Chinese societies, the mode of education was basically the same.
◦ Disciples used to gather around the gurus/philosophers to listen to their words in
order to learn earthly and spiritual affairs. The scene was not changed much until
the twentieth century, when education philosophers, psychologists, researchers,
planners, managers and practitioners started to realize that too much teacher-
dependence robs students of their creative and critical capacities.
◦ Therefore they made a plea that learning should be active rather than passive,
interactive rather than lecture-based.
◦ Education becomes effective when students learn through problem-solving
activities, in total self-engagement, with minimum intervention by the teacher.
◦ The teacher plays the central role in a teacher- centered classroom, but the learners'
role is central in a learner-centered classroom.
◦ In the former approach, knowledge is thrust upon the students whereby they receive
it passively, but in the latter, knowledge is hidden from the students whereby they
make active efforts to discover it.
◦ The principal objective of learner- centered education is to make students
independent in their thoughts and actions through the institutional support.
◦ The move towards learner-centered education has been stronger in the twenty-first
century. It is being practiced in many good educational institutions.
Philosophical perspectives – Teacher-centered philosophies

◦ ESSENTIALISM
◦ PERRENIALISM
◦ HUMANISM
◦ CONSTRUCTIVISM
 ESSENTIALISM
This philosophy advocates training the mind. Essentialist educators focus
on transmitting a series of progressively difficult topics and promotion of
students to the next level or grade. Subjects are focused on the historical
context of the material world and culture, and move sequentially to give a solid
understanding of the present day.
This philosophy stresses core knowledge in reading, writing, math, science,
history, foreign language, and technology.
The tools include lecturing, memorization, repetition, practice, and
assessment.
PERRENIALISM
Perennial works are those were written, and are often referred to as great books.
-“culturally conservative,” because it does not challenge gender stereotypes, incorporate
multiculturalism, or expose and advocate technology, as would be expected of contemporary
literature.

The goal of a perennialist education is to teach students to think rationally and can think
critically. A perennialist classroom aims to develop in students a lifelong quest for the truth.

Perennialists are primarily concerned with the importance of mastery of the content and
development of reasoning skills. Skills are still developed in a sequential manner. For example,
reading, writing, speaking, and listening are emphasized in the early grades to prepare students in
later grades to study literature, history, and philosophy.
HUMANISM
Emphasizes the importance of seeing the "whole" person and seeing the inherent
unique qualities of each individual. This philosophy began as a psychology theory that
challenged existing theories' assumptions.
◦ Humans have the ability to act of their own free will, making choices of their
own volition without the influence of external forces.
◦ All humans are inherently good at their core and have the potential to better themselves
and the world.
◦ Humans have a drive to self-actualize, or achieve personal growth and fulfillment in life.
◦ The subjective reality of an individual's conscious experience is significantly more
important and valuable than objective reality.
CONSTRUCTIVISM

Constructivism learning theory (CLT) operates on the principle that students

actively participate in discovery-based learning, building upon existing knowledge
to learn new concepts. Constructivism looks at learning as both the act of building
and, if it were a building itself, with prior knowledge forming a foundation to
build upon.

Teachers and educators can leverage this approach effectively by helping

students better understand concepts they have already learned, relating them to
their everyday experiences to help new lessons resonate.
SUPPORTING RESEARCH:
Teaching philosophies revalued: beyond personal development to academic and institutional capacity building.
Gesa Ruge, Dieter J. Schӧnwetter, Coralie McCormack & Robert Kennelly (2023) Teaching philosophies
revalued: beyond personal development to academic and institutional capacity building, International Journal for
Academic Development, 28:1, 59-73, DOI: 10.1080/1360144X.2021.1963735

Philosophy of Education: Towards a Practical Philosophy of Educational Practice

WOUTER POLS & JOOP BERDING (2022)
Philosophy of Education: Towards a Practical Philosophy of Educational Practice | SpringerLink
Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in
education in the 21st century
Rachel Anne Buchanan, Daniella Jasmin Forster, Samuel Douglas, Sonal Nakar, Helen
J Boon, Treesa Heath, Paul Heyward, Laura D’Olimpio, Joanne Ailwood, Scott Eacott, Sharon Smith, Michael Peters
& Marek Tesar (2022) Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in
education in the 21st century, Educational Philosophy and Theory, 54:8, 1178-1197, DOI:
10.1080/00131857.2021.1880387
RESISTANCE TO CHANGE

EDUCATIONAL INSTITUTIONS are slow to change due to maintaining a balance of

tradition and change successful implementation of change will continue to be a challenge both
now and in the future.
Resistance to change describes the external orientation toward a change implemented by an
institution of higher education. It consists of both overt and covert actions that are employed to
prevent, interrupt, or damage the successful implementation of change (Clarke, Ellett,
Bateman, & Rugutt, 1996)
Based on the results, it is suggested that the educational center be placed as the
unit of change, increasing the leadership of the director to carry out the changes
suggested by the center itself, fostering teamwork among teachers, and institutionally
supporting innovative initiatives that are evaluated or facilitating teacher training in
relation to their teaching practice
https://doi.org/10.3390/educsci12050359
DIMENSIONS OF LEARNER-CENTERED FOUNDATION

◦ BALANCE OF POWER- ROLE OF AUTHORITY IN THE CLASSROOM

◦ FUNCTION OF CONTENT- FOCUSES ON HOTS RATHER THAN MEMORIZATION

◦ ROLE OF THE INSTRUCTOR- FACILITATOR THAT PROMOTES LEARNING RATHER

THAN CONTENT EXPERT

◦ RESPONSIBILITY OF LEARNING- PROMOTES INDEPENDENT, ACTIVE AND

AUTONOMOUS LEARNING

◦ EVALUATION PURPOSES AND PROCESSES- TOOLS MUST BE UTILIZED AS TOOLS

THAT PROMOTE LEARNING AS AN AUTHENTIC ASSESSMENTS WITH MEANINGFUL
FEEDBACK.