Learner-centered teaching dimensions

Dimensions of Learner-Centered Teaching

• Content refers to knowledge, skills, and concepts expected to be understood, applied, and integrated into learners’ experiences.
• Content should be a tool for active engagement, relevant, flexible, adaptable, and should foster critical thinking, creativity, and problem-solving.
• Use real-world examples, allow exploration of personal interests, and encourage collaborative learning.
• In a learner-centered environment, the instructor shifts from authority to facilitator, guide, and coach.
• Instructors support active participation, encourage inquiry, collaboration, and critical thinking, creating safe environments.
• Encourage supportive learning environments with constructive feedback and encourage students to take initiative.
• Learners are accountable for their own learning with the instructor acting as a guide.
• Encourage self-assessment, goal-setting, and reflection to promote student autonomy.
• Promote a growth mindset, self-assessment, peer feedback, and support for setting learning goals.
• Assessment monitors progress, guides instruction, and helps students reflect.
• Assessments should measure learning process and product while using diverse methods and involving student reflection.
• Provide transparent, aligned assessments with specific and actionable feedback.
• An egalitarian relationship shifts power dynamics to create more collaboration.
• Balance power by sharing authority and decision-making between instructor and students.
• Provide learners a voice in shaping their learning experiences to empower students to take responsibility for learning and connect deeper to the material.
• Encourage student participation and create opportunities for student-led activities.

Learner-Centered Psychological Principles: Cognitive and Metacognitive Factors

• Learning involves acquiring, organizing, applying information, change, and adaptation influenced by internal and external factors.
• Active learning requires engagement and reflection which foster an environment of inquiry where students are encouraged to explore ideas and test hypotheses.
• The learning process develops content knowledge, critical thinking, problem-solving, and self-regulation.
• Students should not be only knowledgeable but able to apply and adapt their knowledge, thus, learning goals should be specific, measurable, and aligned with students' developmental needs.
• Set clear, achievable learning objectives and align activities/assessments with outcomes to help students track progress.
• Learning is a constructive process where learners actively build upon their existing knowledge and experiences.
• Knowledge is actively constructed by the learner through making sense of new information by connecting it with prior knowledge.
• Encourage collaborative learning and the use of concept maps to help students organize and connect new knowledge.
• Strategic thinking involves planning, monitoring, and adjusting one's approach to problem-solving and learning, especially when faced with complex problems.
• Strategic thinking recognizes when to use different strategies and evaluate their effectiveness.
• Teach students problem-solving techniques and incorporate metacognitive activities.
• Metacognition refers to the awareness and control of one's cognitive processes which enables students to monitor, evaluate, and adjust their learning strategies.
• Develop self-assessment by providing opportunities for students to reflect on their learning process and encourage self-assessment and goal-setting.
• Learning context greatly influences the process, which connects it to real-world contexts and considers diverse backgrounds.
• Learning is shaped by social, cultural, and environmental contexts while instruction should consider diverse backgrounds and experiences.
• Design culturally responsive teaching strategies that respect and value diverse backgrounds.

Motivational and Affective Factors

• Motivation and emotions play a critical role in learning, affecting engagement, persistence, and success with emotional states either enhancing or hindering learning.
• Motivation is influenced by intrinsic and extrinsic factors, like interest, value, and self-efficacy.
• Create a positive, supportive classroom environment and use varied methods to maintain student interest.
• Intrinsic motivation refers to the internal desire to engage in learning for personal satisfaction and leads to better performance and greater persistence.
• Foster interesting learning experiences and incorporate students' interests/passions.
• Provide opportunities for students to take ownership of their learning.
• Motivation involves the amount of effort a student will invest in learning tasks.
• Highly motivated students are more likely to invest time, engage deeply, and overcome challenges.
• Help students persevere by directly affecting perseverance and resilience in the face of difficulties.
• Set achievable yet challenging goals for students and provide constructive feedback highlighting progress and areas for improvement.
• Learners come from diverse backgrounds and bring unique perspectives.
• Diversity includes cultural, cognitive, linguistic, and socio-economic factors, thus, understanding and accommodating diverse learning needs promotes equity and inclusivity.
• Differentiate instruction to cater to varied learning styles and needs and foster an inclusive classroom to make all students feel valued and respected.
• Clear standards and effective assessment guide and measure learning progress by setting clear expectations and provide meaningful feedback.
• Use rubrics to guide assessments and provide continuous formative assessments to monitor progress and adjust teaching.

Legal & Policy Frameworks and Learner-Centered Teaching

• RA 10533, an act in the Philippines, mandates the K-12 education system and aims to enhance the quality of education by ensuring that all students are prepared for life and work.
• The law emphasizes holistic, inclusive education and which support learner-centered approaches.
• Align curriculum and teaching strategies with the K-12 framework and ensure students are well-prepared.
• The K-to-12 educational framework focuses on education relevant to the needs of students.
• The framework supports learner-centered pedagogy, emphasizes active participation, and provides a comprehensive structure to the Philippine education system.
• Ensure curriculum aligns with the K-to-12 objectives, uses inquiry-based learning and hands-on experience to encourage deeper understanding.

Developmental and Social Factors

• Students' cognitive, emotional, and social development stages affect how they learn and interact, thus, developmental milestones guide educators in understanding how to tailor teaching strategies.
• Different developmental stages require varied teaching approaches by offering challenges and support that suit students' developmental levels.

Social Influences on Learning

• Social context, including peer relationships and family support, significantly affects learning which enhances social skills.
• Positive social environments support emotional and academic growth through the incorporation of group work, collaborative projects, and developing classroom cultures of respect/cooperation.

Individual Differences

• Each learner brings unique characteristics, such as different learning styles, abilities, and interests.
• Personalized instruction is essential for understanding diverse learners.
• Differentiated instruction addresses needs, caters to learning preferences by providing opportunities for self-paced learning and individual progress rates.