Unit 1- Prof Ed 5.pdf

Romblon State University Cajidiocan Campus Cajidiocan, Romblon Prof Ed 5 Facilitating Learner- Centered Teaching UNIT 1 Angelica R. Rico, LPT Teacher E...

Romblon State University Cajidiocan Campus Cajidiocan, Romblon Prof Ed 5 Facilitating Learner- Centered Teaching UNIT 1 Angelica R. Rico, LPT Teacher Education Department RSU- Cajidiocan Campus  The following presentation and collection of resources will focus on students developing the skills to achieve the following: 1 2 3 differentiate learner-centered discuss the need to shift from discuss the varied teaching from other teaching teacher-centered teaching to learner- roles of the teacher approaches (e.g. teacher- centered teaching based on in learner-centered centered approach) as applied in philosophical foundations, teaching teaching and various teaching areas; principles and current research; and learning.  List down the things that you Know, what you Want to know, and what have you Learned. What you What you What have Know Want to you learned know What you already know about What you want to know (or What you have learned (after the the topic questions you have) about the lesson or unit) topic - Learner- centered teaching means inverting the traditional teacher- centered understanding of the learning process and putting students at the center of the learning process. Note: In the teacher- centered classroom, teachers are the primary source of knowledge. Here are some of the description of the learner- centered teaching. It is an approach to teach that focuses on student learning rather than on what the teacher is doing Learner- centered teaching is not one specific teaching method Many different instructional methods can use a learner- centered approach. The path to good teaching can be much easier to navigate when we view students as our travelling companions. The more we know about them and how they learn, the more likely we are to experience the joy of teaching.  1 2 3 4 Learner- centered Emphasizes what the It focuses on skills and It insist the learners to approach shifts the focus learners do as against practices in a lifelong actively construct their own of activity from the what the teacher learning, creative thinking knowledge. teacher to the learners does. and independent problem- solving 1. Learner- centered teaching engages students in the hard, messy work of learning. - On traditional teaching in most classes teachers are working much harder than students. 2. Learner- centered teaching includes explicit skill instruction. - Students learn how to think, solve problems, decision making, team work, evaluate evidence, analyze arguments, generate hypotheses – all those learning skills essential to mastering material in the discipline. 3. Learner- centered teaching encourages students to reflect on what they are learning and how they are learning it. - They challenge student assumptions about learning and encourage them to accept responsibility for decisions they make about learning. 4. Learner- centered teaching motivates students by giving them some control over learning processes. - Teachers make most of the decisions about learning for students. Teachers decide what students should learn, how they learn it, the pace at which they learn, the conditions under which they learn and then teachers determine whether students have learned. 5. Learner- centered teaching encourages collaboration - Learner- centered teachers work to develop structures that promote shared commitments to learning.  Prof Ed 5 Facilitating Learner- Centered Teaching PHILOSOPHICAL FOUNDATION UNIT 1  WHAT IS PHILOSOPHICAL FOUNDATION? - The philosophical foundation of curriculum helps determine the driving purpose of education, as well as the roles of the various participants. - While all foundations propose to set goals of curriculum, philosophy presents the manner of thinking from which those goals are created.  Existential Questions School Questions What is life? Why do I teach? Who am I? What should I teach? Why am I here? How should I teach? What am I living for? What is the nature of the learner? What is reality? How do we learn? Is the universe real? What is good to do? How shall I live life meaningfully? Philosophical Foundation Realism Idealism Existentialism Constructivism Naturalism From teacher- centered to learner-centered teaching Philosophical Perspectives Teacher- Centered Learner- Centered Philosophies Philosophies Essentialism Progressivism Perennialism Humanism Constructivism Teacher- Centered Philosophies  Focus is on instructor  Focus is on language forms and structures (what the instructor knows about the language)  Instructor talks; students listen  Students work alone  Instructor monitors and corrects every student utterance  Instructor answers students’ questions about language  Instructor chooses topics  Instructor evaluates student learning  Classroom is quiet Learner- Centered Philosophies  Focus is on both students and instructor  Focus is on language use in typical situations (how students will use the language)  Instructor models; students interact with instructor and one another  Students work in pairs, in groups, or alone depending on the purpose of the activity  Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise  Students answer each other’s questions, using instructor as an information resource  Students have some choice of topics  Students evaluate their own learning; instructor also evaluates  Classroom is often noisy and busy  Teacher-Centered Philosophies are essential for the longevity of education and the continued influence of teachers in the classroom. The teacher is an expert on the subject matter and the students are there to learn from a "master”. Teacher- The teacher is in full control of the course. He or she selects the projects/texts. The work is produced for Centered and graded by the teacher. The teacher dispenses wisdom and the students absorb it. Philosophies Teacher-centered philosophies are those that transfer knowledge from one generation of teachers to the next. In teacher-centered philosophies, the teacher’s role is to impart a respect for authority, determination, a strong work ethic, compassion for others, and sensibility. Teachers and schools succeed when students prove, typically through taking tests, that they have mastered the objectives they learned. Essentialism  William C. Bagley (1874-1946) – was one of the most influential advocates of essentialism. – He believed that education was not supposed to change society but to preserve it.  Traditional way of teaching  Back to Basic, traditional academic disciplines.  Refers to traditional or back basic approach of teaching  The teachers impart knowledge mainly through conducting lectures, during which students are expected to take notes.  Essentialism is the educational philosophy of teaching basic skills.  This philosophy advocates training the mind.  Essentialist educators focus on transmitting 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. Perennialism  The word itself means, “eternal”, everlasting.  Timeless  Can’t Change  Classic  Some Ideas in the past are still relevant today  A teacher-centered educational philosophy that focuses on everlasting ideas and universal truths.  primarily concerned with the importance of mastery of the content and development of reasoning skills.  Focuses on everlasting ideas and universal truths learned from art, history, and literature.  Perennialism is similar to essentialism in that teachers guide the educational process, perennialism is a teacher- centered philosophy, in which the teacher is less concerned with student interest and more concerned with transferring knowledge from older generations to younger generations.  The teacher will focus on the importance of reading and will often use the underlying reading lessons to make a moral point. Teachers use history, religion, literature, and the laws of science to reinforce universal ideas that have the potential to solve any problem in any era.  A perennialism teacher would have a classroom in which all the students are treated the same way  Material is taught and delivered to the students whether they like it or not.  Perennialism is stated as being a cousin to essentialism because they both advocate teacher- centered classrooms, both tolerate little flexibility in the curriculum, both implement rigorous standards and both aim to sharpen student  Perennialists organize their schools around books, ideas, and concepts.  Students are the focus. Knowledge and learning is created by the class Everyone learns from each other - including the teacher. Focusing on the needs of students Student-centered philosophies focus more on training individual students Learner- Less authoritarian, less concerned with the past and “training the mind”, and more focus put on individual needs. Centered Preparing students for a changing future Learner-centered philosophies Philosophies These philosophies place more emphasis on the individuality of students and helping them to realize their potential Three types of student-centered philosophies will be discussed which are Progressivism Constructionism Humanism  Progressivism  In order to meet the needs of the students - growing child: A Progressivist should :  Oppose bookish and Impose methods of Instructions to learn by doing things.  Oppose learning through memorization.  There must be interaction / experience.  Oppose the use of fear as form of discipline absence of fear of punishment.  Emphasize Changes:  Man is a social animal who learns well through active interplay with others and that learning increases when engaged in activities that has meaning in him.  The progressivist classroom is about exploration and experience.  Teachers act as facilitators in a classroom where students explore physical, mental, moral, and social growth.  Most Responsible for this Philosophy/ Movement is John Dewey.  Humanism  Was set in the Renaissance period which was rooted in the social and economic changed:  Its educational aims to get the most possible out of life (Live life to the fullest)  Individual Freedom  Characterized by freedoms of thought in to guide action for resolving, problematic situations.  De FELTRE: Follower of Humanism his method is the replacement of : – Lectures to (Books, Ppt, Written Reports) – Written Themes to (Oral Discourse) – Developing balance between mental and physical activity, developing power to think.  Outstanding Follower: ERASMUS – Erasmus known for the method of the need to – study child carefully for individualized instruction.  Importance of Games and exercise in education  Motivation and the use of praise and rewards  Gentleness as opposed to punishment Constructivism  Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning.  This prior knowledge influences what new or modified knowledge an individual will construct from new learning experiences (Phillips, 1995).  Process of adjusting our mental modes to accommodate new experiences  Knowledge is not a thing that can be simply deposited by the teachers, into empty mind of the learners. Rather, knowledge is constructed by learners through an active mental process and development.  Dimensions of learner- centered teaching A. THE FUNCTION OF CONTENT In addition to building a knowledge base, the content facilitates students to Practice using inquiry or ways of thinking in the discipline Students engage in most of the content to make it their own, students make meaning out of the content Learn to solve real problems How do you decide how to conduct or teach the course after you selected the content to teach?  Dimensions of learner- centered teaching B. THE ROLE OF A TEACHER A teacher’s role is to “shape the life chances of young people by imparting knowledge – bringing the curriculum to life,” says Harry Cutty. Teachers play vital roles in the lives of the students in their classrooms. Teachers serve many other roles in the classroom. WHAT IS THE ROLE OF A TEACHER? Teaching Knowledge Creating classroom environments Role model Mentoring Learner-Centered Teaching Being learner- centered means adopting a bottom- up approach to curriculum, teaching, and management. Rather than entering the school year with a set of fixed units and activities, a truly learner- centered teacher begins by getting to know her students and understanding their hopes, dreams, and needs. Learner- centered teachers may occasionally provide direct instruction, but for the most part, their role is one of the facilitator.  ROLE OF A TEACHER Teachers who act as facilitators provide their students with materials, opportunities and guidance as students take on agency for other aspects of their own learning. Being learner- centered is not easy because it requires constant flexible attention to who students really are, how they are doing, and what might help them achieve their learning goals. Students in learner- centered classrooms become independent learners who are empowered to collaborate, make good use of available resources, and take charge of their own growth and development. WHO SHOULD TAKE THE RESPONSIBILITY FOR LEARNING?  C. THE RESPONSIBILITY FOR LEARNING Students are the one who should take the responsibility for learning. Learners has the ability to learn how to develop their own skills and think for themselves. Often it is the faculty who does because we adapt our teaching to fit requests/ needs of students through detailed notes, study guides Consequence of faculty taking responsibility for learning - Students remain passive - Students do not gain confidence in their ability to learn on their own Yet a common goal of higher education is for graduates to be self- directed learners who can continue to learn the rest of their lives Faculty need to teach students how to take responsibility for learning There are specific skills that can be taught, practiced and mastered WHY DO YOU ASSESS STUDENTS? D. THE PURPOSES AND PROCESSES OF ASSESSMENT - Assessment is integrated within the learning process - Instructors give formative feedback for the purposes of fostering improvement - Students have multiple opportunities to assess themselves and their peers - Students can learn from their mistakes and then demonstrate mastery - Instructors encourage students to justify their answers when they do not agree with those of instructor. - Instructor uses authentic assessment throughout the course. HOW WILL YOU Names ASSESS YOUR Needs STUDENTS? Dreams Hopes Preferred learning styles Cultural backgrounds Important relationships Interest Personalities What happens if students have some control over how the course is run? E. THE BALANCE OF POWER Learner- centered approaches empower students to take responsibility and to share in some of the decisions about their courses Students can have some say over some policies deadline Once students begin to gain some control over the course, they will engage more in the course and will learn more Dimension Definition of this Dimension An Essential Component Instructor-Centered Approach Learner-Centered Approach Instructor encourages students to Content includes building a Level to which students engage Instructor allows students to transform and reflect on most The Function of Content knowledge base, how the instructor content. memorize content. the content to make their own and the students use the content. meaning out of it. Instructor: Does not have specific learning Instructor intentionally uses Instructors uses teaching and goals An essential role of the instructor is to various teaching and learning The Role of the Instructor learning methods appropriate and/or assist students to learn. methods that are appropriate for student learning goals. Uses teaching and learning for student learning goals. methods that conflict with learning goals Instructor assumes all responsibility for students Instructor provides increasing learning (provides content to opportunities for students to Students should assume greater The Responsibility for Responsibility for learning should memorize, does not require assume responsibility for their responsibility for their own learning Learning rest with the students. students to create their own own learning, leading to over time. meaning of content, tells achievement of stated learning students exactly what will be on objectives. examinations). Instructor Consistently throughout the Uses only summative There are additional purposes and Formative assessment (giving learning process, instructor The Purposes and assessment (to make decisions to processes of assessment beyond feedback to foster integrate Processes of Assessment assign grades) assigning grades. improvement. Formative assessment Provides students with no Constructive feedback constructive feedback  Definition of this Instructor-Centered Learner-Centered Dimension An Essential Component Dimension Approach Approach Instructor is flexible on most Course policies The balance of power Instructor mandates all Assessment methods Flexibility of course shifts so that the instructor policies and deadlines. Learning methods policies, assessment The Balance of Power shares some decisions or Deadlines methods, learning methods, about the course with the Instructor does not adhere and and deadlines. students. to policies. Instructor always adheres to what instructor has agreed to with the students.  GROUP ACTIVITY 1: INSTRUCTION: Each groups will choose an appropriate graphic organizer to capture the essence of learner- centered teaching. Process: discussion of learner-centered teaching concepts through effective use of charts and/or diagrams Output: appropriate graphic organizer  Graphic Organizer Rubric Criteria Excellent (4) Good (3) Fair (2) Poor (1) - Thoroughly covers key - Covers most key concepts - Covers some key concepts, - Fails to cover essential Content concepts of learner-centered of learner-centered but lacks depth. concepts. teaching. teaching. - Information is logically - Information is well- - Information is somewhat - Lack of organization; Organization organized and flows organized, but transitions organized, with occasional ideas are disjointed. seamlessly. could be smoother. gaps in flow. - Demonstrates exceptional - Shows creativity in the - Displays some creativity, - Little to no creativity Creativity creativity in designing the design of the graphic but design is somewhat evident in the design. graphic organizer. organizer. generic. - Some members - All group members - Most group members - Uneven participation, contributed more than Collaboration contributed equally and contributed actively and others; collaboration could weak collaboration effectively to the project. collaboratively. among group members. be improved. - Presents the graphic - Presents the graphic - Presents the graphic - Presents the graphic Presentation organizer with exceptional organizer clearly and organizer adequately, with organizer unclearly and clarity and enthusiasm. confidently. some hesitancy. without confidence.  GROUP ACTIVITY 2: INSTRUCTION: Each group shall gather research information on a selected article (supporting learner- centeredness) from research journals focusing on the: Problem Theories Methodology Finding Discussion of Results. Process: Rubrics should be formulated separately for the research output and the panel discussion. Product: APA Annotated bibliography of library/ online research.  Annotated Bibliography Rubric Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement (2) Selected a relevant research Selected a research article Chose a highly relevant and recent Chose a research article related article related to learner- that is marginally related to Selection of research article related to learner- to learner-centered teaching, but centered teaching, with some learner-centered teaching, Research Article centered teaching, demonstrating it may lack clear relevance or room for improvement in impacting the overall quality a deep understanding of the topic. recency. relevance and recency. of the bibliography. Accurately cited the chosen Displayed limited Demonstrated effort in APA research article in APA format, Cited the research article with understanding of APA Citations and formatting but with noticeable including proper in-text citations minor formatting errors or formatting, resulting in APA Formatting errors in in-text citations or and a correctly formatted inconsistencies. significant errors in citations reference entry. reference entry. and references. Provided comprehensive and Offered annotations that insightful annotations that effectively summarized the Presented annotations that briefly Offered annotations with summarize the main points of the Annotations and research article's main points summarized the research article limited or unclear summaries research article, highlight key Content and highlighted its findings, but without much analysis or and analysis, missing essential findings, and discuss the lacked in-depth analysis or discussion of implications. points of the research article. implications for learner-centered discussion of implications. teaching. Exhibited exceptional teamwork, Demonstrated effective Displayed adequate teamwork Showed limited teamwork, active participation, and clear teamwork, active participation, and participation but with inconsistent participation, and Collaboration communication among group and satisfactory communication occasional lapses in unclear communication, and members, resulting in a cohesive among group members, communication, affecting the resulting in an annotated Communication and well-organized annotated contributing to a mostly cohesive overall cohesion of the annotated bibliography with noticeable bibliography. annotated bibliography. bibliography. gaps in cohesion.  Panel Discussion Rubric Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1) 6. Practical Applications Inadequate (0) Offers concrete and practical strategies for implementing learner- centered teaching approaches. 1. Content Knowledge Discusses potential challenges and solutions for implementing these Demonstrates an in-depth understanding of learner-centered strategies. teaching concepts and theories. 7. Communication Skills Accurately explains key principles and strategies for supporting Speaks clearly and audibly, maintaining eye contact with the learner-centered teaching. audience. 2. Engagement Uses appropriate body language and gestures to enhance Engages the audience with clear and compelling opening remarks. communication. 8. Audience Interaction Encourages active participation from the audience. Responds thoughtfully to audience questions and comments. 3. Clarity of Ideas Demonstrates active listening skills and addresses diverse viewpoints. Presents ideas and arguments in a clear, organized, and coherent 9. Time Management manner. Stays within the allotted time for individual presentation and the Uses relevant examples to illustrate concepts effectively. entire panel discussion. 4. Collaboration Manages time effectively to cover key points and engage in Demonstrates effective teamwork and collaboration with the discussion. panelist. 10. Overall Impression Provides a thought-provoking and insightful discussion that adds value to Builds upon others' points and ideas, fostering a dynamic discussion. the audience's understanding of learner-centered teaching. 5. Evidence-Based Insights Exhibits a strong commitment to the topic and fosters a collaborative and Supports statements with relevant research findings and data. intellectually stimulating environment. Integrates research literature to enhance the depth of discussion. Total Score (40): _______ out of 40  GROUP ACTIVITY 3: INSTRUCTION: Each group will discuss the varied roles of the teacher in learner-centered teaching and learning using text and graphic presentation or infographic. The output will be presented in class or exhibited in a gallery. Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement (2) Inadequate (1) Infographic is exceptionally Infographic provides a clear clear, insightful, and Infographic covers the basic Infographic lacks depth and and comprehensive overview Infographic lacks significant comprehensive. All relevant roles roles of the teacher in learner- some roles of the teacher in of the roles of the teacher in content and understanding of the teacher in learner- centered teaching and learner-centered teaching Content learner-centered teaching and of the roles of the teacher centered teaching and learning learning. Some relevant roles and learning are missing. learning. Most relevant roles in learner-centered teaching are thoroughly covered with are covered with reasonably Information may be are covered with accurate and learning. accurate and well-researched accurate information. inaccurate or incomplete. information. information. Infographic design is visually Infographic design is visually appealing, creative, and Infographic design is basic and Infographic design is pleasing and supports the Infographic design is enhances the understanding of functional. Layout, color cluttered or lacks visual content effectively. Layout, unappealing and makes it Visual Design the content. Layout, color scheme, and visuals are appeal. Layout, color color scheme, and visuals are difficult to understand the scheme, and visuals are well- somewhat cohesive and scheme, and visuals may appropriate and contribute to content. integrated and support the contribute to understanding. hinder understanding. understanding. information. Information is presented clearly Information is somewhat clear, Information is unclear and Information is mostly clear and Information is confusing and Clarity of and concisely. Text is well- but there are noticeable contains significant concise, with minor difficult to comprehend due Information written and free of grammatical grammatical or spelling errors grammatical or spelling grammatical or spelling errors. to excessive errors. or spelling errors. that affect readability. errors. Infographic goes beyond Infographic is creative and expectations and creatively effectively presents the roles Infographic is moderately Infographic lacks creativity Infographic is devoid of Overall Impact presents the roles of the teacher of the teacher in learner- creative in presenting the roles and the ability to engage creativity and fails to and Creativity in learner-centered teaching centered teaching and of the teacher. It may engage the audience. engage the audience. and learning. It leaves a lasting learning. It captures the the audience to some extent. impact on the audience. audience's attention.