learner centered education

13
LEARNER-CENTERED EDUCATION English 18 Report By: Group 2

Upload: daisy-villaflor

Post on 08-Jan-2017

99 views

Category:

Education


2 download

TRANSCRIPT

Page 1: Learner centered education

LEARNER-CENTERED EDUCATIONEnglish 18 Report By: Group 2

Page 2: Learner centered education

Defining Learner-centeredness

1. See things from learner’s point of view

2. Find out what they felt they wanted to learn

3. How they went about the task learning

Things to consider:

Learner centered teaching means subjecting every teaching activity (method, assignment or assessment) to the test of a single question: “Given the context of my students, course and classroom, will this teaching action optimize my students’ opportunity to learn?”

Page 3: Learner centered education

Learner Involvement in the Learning Process

Page 4: Learner centered education

Learner-Centered Classroom

Designed to enable learners to make critical pedagogical (relating to teacher or education) decisions by systematically training them in the skills they need to make such decisions.

Aims that a classroom must constitute:

1. Focused on language content

2. Focused on the learning process

Page 5: Learner centered education

Learner-Centered Instruction

It is NOT a matter of handing over rights and powers o learners in a unilateral way.

It is NOT devaluing the teachers.It is a matter of educating learners so that they

can gradually assume greater responsibility for their own learning.

Page 6: Learner centered education

Learner-Centered Curriculum

A collaborative effort between teachers and learners, since learners are closely involved in the decision making process regarding the content of the curriculum and how it is taught.

Nunan 1988: 2

Page 7: Learner centered education

Activity Student Teacher

Pronunciation practice Very high Medium

Teacher explanations Very high High

Conversation practice Very high Very high

Error correction Very high Low

Vocabulary development

Very high High

Listening to/using cassettes

Low Medium high

Student self-discovery of errors

Low Very high

Using pictures/films/video

Low Low medium

Pair work Low Very high

Language games Very low Low

Table 1.2A comparison

of student and teacher

ratings of selected learning activities

Page 8: Learner centered education

Learner-Centeredness: another Dimension

Page 9: Learner centered education

Learner-Centered Classroom

This is NOT in which learners are involved in making choices about what and how to learn,

Rather, this is where learners are actively involved in the learning process.

This is where the focus is on the learner in the sense in which they do all the work.

Consistent with a particular line of second language acquisition research that suggests acquisition is facilitated when opportunities for learners to interact are maximized.

Page 10: Learner centered education

Absence of the Teacher

Since no task is set, the children control the questions they choose to ask: the issue of whether the teacher acted wisely is theirs, not the poets.

It removes from their work their work the usual source of authority. They cannot turn to him to solve dilemmas.

The children not only formulate hypotheses, but are compelled to evaluate them for themselves.

Two ways to do these:

1. Testing them against their existing view of how things go in the world

2. Going back to the evidence

Page 11: Learner centered education

Principles of Adult Learning(Andragogy)

Page 12: Learner centered education

Principles Underpins the of Adult LearningBy: Brundage and Macheracher (1980)

Adults who value their own experience as a resource for further learning or whose experience is valued by others are better learners.

Adults learn best when they are involved in developing learning objectives for themselves that are congruent with their current and idealized self-concept.

Adults have already developed organized ways of focusing on, aking in, and processing information, These are referred to as cognitive style.

The learner reacts to all experience as he/she perceives t, not as the teacher presents it.

Adults enter into learning activities with an organized set of descriptions and feelings about themselves that influences the learning process.

Adults are more concerned with whether they are changing in the direction of their own idealized self-concept than whether they are meeting standards and objectives set for them by others.

Page 13: Learner centered education

Principles Underpins the Adult LearningBy: Brundage and Macheracher (1980)

Adults do not learn when overstimulated or when experiencing extreme stress or anxiety.

Those adults who can process information through multiple channels and have learnt how to learn are the most productive learners.

Adults learn best when the content is personally relevant to past experience or present concerns and the learning process is relevant to life experiences.

Adults learn best when novel information is presented through a variety of sensory modes and experiences with sufficient repetitions and variations on themes to allow distinctions in patterns to emerge.