Oas Community College

Oas, Albay

ProfEd 5 FACILITATING & LEARNER-CENTERED TEACHING

BSED II-C Science

2ND Sem 2022-2023

Module 1 ProfEd 5

EDGARDO B. ADALLA, PhD

Part- time Instructor

Preface
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 This course explores the fundamental principles, processes and practices

anchored on learner-centeredness and other educational psychologies as these apply

to facilitate various teaching-learning delivery modes to enhance learning. This course

is intended for the education students, or any student who wants to be familiar with the

concept “learner or student-centered teaching” and the underlying principles that come

with it.  As the course name suggests, this will help the students learn how to facilitate

not just for their future students’ learning but for their own learning as well.

This course follows a lecture and discussion type in a flexible format. Students

are expected to demonstrate their learning by way of designing an activity plan as an

introductory activity in lesson planning. Their understanding of the concepts and

principles of learning will also be displayed in the conduct of the activities imbedded in

the activity plan.

II. Content: After studying the module, you should be able to develop a clear and

practical understanding of the following:

1. Learner-centered teaching:

2. Foundations and characteristics

A. Learner-centered teaching

1. Definition

2. Description/Characteristics

B. Paradigm shift: From teacher centered to learner-centered

teaching

1. Philosophical perspectives

- Teacher-centered

philosophies

-Essentialism

-Perennialism

- Learner-centered philosophies

-Progressivism

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 - Humanism

- Constructivism

2. Supporting research

3. Resistance to change:

III. Objectives:

1. Differentiate learner-centered teaching from other teaching approaches

(e.g. teacher centered approach) as applied in various teaching areas;

2. Discuss the need to shift from teacher-centered teaching to learner-

centered teaching based on philosophical foundations, teaching principles

and current

research; and

3. Discuss the varied roles of the teacher in learner-centered teaching and

learning

Lesson I: Definition of Learner Centered Teaching

What is Learner-Centered Teaching

1. An approach to teaching that focuses on the learners and their development rather

than on the transmission of content; it addresses the balance of power in teaching and

learning, moves toward learners actively constructing their own knowledge, and puts the

responsibility for learning on the learners. 

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2. Students learn information by systematically examining the subject and critically

assessing the situation. Students are active members of this learning process.

3. Teaching methods that put the learner and the learner’s needs at the center of the

lesson. 

4. A teaching approach where students are required to take on active learner roles and

responsibilities beyond listening passively to instructors’ lectures and taking notes. 

5. As proposed by Dr. Maryellen Weimer, the five characteristics of learner-centered

teaching are:

1) directly engaging students in the hard, messy work of learning;

2) providing explicit skill instruction;

3) encouraging students to reflect on what they are learning and how they are learning

it;

4) motivating students by giving them some control over learning processes; and 5)

encouraging instructor-student and student-student collaboration. 

Another definitions of teaching learning centered:

Learner-centered education is about an entirely new way of seeing, thinking

about, and acting on education. It focuses on 3 key aspects about the learner.

First, each learner is seen as being unique in meaningful ways. They have unique

backgrounds, circumstances, and starting points with unique strengths, challenges,

interests, and aspirations. All of these unique attributes call for unique responses from

their learning system. Second, each learner is seen as having unbounded potential

—potential that will unfold at its own pace and in its own way. Every single learner is a

wonder to behold. And, finally, each learner is seen as having an innate desire to

learn. The job of the education system is to unleash that desire.

GIVE CHARACTERISTICS OF LEARNER-CENTERED TEACHING:

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1. Learnercentered teaching engages students in the hard, messy work of

learning. I believe teachers are doing too many learning tasks for

students. We ask the questions, we call on students, we add detail to their

answers. We offer the examples. We organize the content. We do the

preview and the review. On any given day, in most classes teachers are working

much harder than students. I’m not suggesting we never do these

tasks, but I don’t think students develop sophisticated learning skills without the

chance to practice and in most classrooms the teacher gets far more

practice than the students.

2. Learnercentered teaching includes explicit skill instruction. Learnercentered

teachers teach students how to think, solve problems, evaluate

evidence, analyze arguments, generate hypotheses—all those learning skills

essential to mastering material in the discipline. They do not assume

that students pick up these skills on their own, automatically. A few students do,

but they tend to be the students most like us and most students

aren’t that way. Research consistently confirms that learning skills develop faster

if they are taught explicitly along with the content.

3. Learnercentered teaching encourages students to reflect on what they are

learning and how they are learning it. Learnercentered teachers talk

about learning. In casual conversations, they ask students what they are

learning. In class they may talk about their own learning. They challenge

student assumptions about learning and encourage them to accept responsibility

for decisions they make about learning; like how they study for

exams, when they do assigned reading, whether they revise their writing or

check their answers. Learnercentered teachers include assignment

components in which students reflect, analyze and critique what they are learning

and how they are learning it. The goal is to make students aware

of themselves as learners and to make learning skills something students want to

develop.

4. Learnercentered teaching motivates students by giving them some control

over learning processes. I believe that teachers make too many of

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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. Students aren’t in a position to decide what content should be

included in the course or which textbook is best, but when teachers make all the

decisions, the motivation to learn decreases and learners become

dependent. Learnercentered teachers search out ethically responsible ways to

share power with students. They might give students some choice

about which assignments they complete. They might make classroom policies

something students can discuss. They might let students set

assignment deadlines within a given time window. They might ask students to

help create assessment criteria.

5. Learnercentered teaching encourages collaboration. It sees classrooms

(online or facetoface) as communities of learners. Learnercentered

teachers recognize, and research consistently confirms, that students can learn

from and with each other. Certainly the teacher has the expertise and

an obligation to share it, but teachers can learn from students as well. Learner-

centered teachers work to develop structures that promote shared

commitments to learning. They see learning individually and collectively as the

most important goal of any educational experience.

Lesson 2: Paradigm shift: From teacher centered to learner-centered

Teaching from Philosophical perspectives

A. Philosophical perspectives

- Teacher-centered

Philosophies

-Essentialism

-Perennialism

ESSENTIALISM:

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 Essentialism is an approach assuming that people and things have natural

and essential common characteristics which are inherent, innate and

unchanging. Thus, it is regarded as an educational philosophy. However, having

the common essence and the same essentials at the same levels can lead to

undesired practices in real life too. Even nouns and pronouns used in daily

communication reflect some connotations of a philosophy as a system of beliefs

about reality based on how we perceive ourselves and others in terms of our

existence. How we address ourselves and others also represents our point of

view related to the relationship and interaction between us and others.

Essentialism as a philosophy has impact on our differentiation or unification ways

while addressing. In this sense, the pronoun we represents a kind of unification

while the pronoun you refers to a kind of discrimination or differentiation, which

can be referred as a kind of taxonomy used in communication. This paper seeks

to present how essentialism is used as the basis of our daily communication and

its role in our discriminating and unifying efforts in social, cultural and scientific

domains.

Essentialism in education asserts that common and essential ideas and

skills belonging to a certain culture should be taught to all citizens at the same

level at especially primary school level. To do this, the teacher's authority in the

classroom is emphasised and the subject matter is the centre of the curriculum.

The essence or the centre of education is the core curriculum which is a

combination of hard work and rigorous effort. The unification role of essentialism

is represented in the core curriculum that aims to transfer the essential

knowledge and skills needed for the equal and well-balanced citizens.

PERRENIALISM:

Perennialists believe that the focus of education should be the ideas that have

lasted over centuries. They believe the ideas are as relevant and meaningful today as

when they were written. They recommend that students learn from reading and

analyzing the works by history's finest thinkers and writers. Essentialists believe that

when students study these works and ideas, they will appreciate learning. Similar top

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perennialism, essentialism aims to develop students' intellectual and moral qualities.

Perennialist classrooms are also centered on teachers in order to accomplish these

goals. The teachers are not concerned about the students' interests or experiences.

They use tried and true teaching methods and techniques that are believed to be most

beneficial to disciplining students' minds. The perennialist curriculum is universal and is

based on their view that all human beings possess the same essential nature.

Perennialists think it is important that individuals think deeply, analytically, flexibly, and

imaginatively. They emphasize that students should not be taught information that may

soon be outdated or found to be incorrect. Perennialists disapprove of teachers

requiring students to absorb massive amounts of disconnected information. They

recommend that schools spend more time teaching about concepts and explaining they

are meaningful to students. The only example I can think of would be a class about

religion or history. The instructor would use religious books and historical documents.

B. Learner-Centered Philosophies

-Progressivism

- Humanism

- Constructivism

PROGRESSIVISM:

Progressivists believe that individuality, progress, and change are fundamental to

one's education. Believing that people learn best from what they consider most relevant

to their lives, progressivists center their curricula on the needs, experiences, interests,

and abilities of students. Progressivist teachers try making school interesting and useful

by planning lessons that provoke curiosity. In a progressivist school, students are

actively learning. The students interact with one another and develop social qualities

such as cooperation and tolerance for different points of view. In addition, students

solve problems in the classroom similar to those they will encounter in their everyday

lives. Progressivists believe that education should be a process of ongoing growth, not

just a preparation for becoming an adult. An obvious example of progressivism would

be our class. We are in groups a lot and we actively learn through discussion. We talk

about how what we read can be incorporated into our future teaching careers. Dr.

Theodore takes into account the suggestions from the previous semester's students and

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modifies his class accordingly.

After reading John Dewey’s book and discussing his thoughts and ideas in class, one

can see John Dewey's relationship to progressivism. He wanted students to learn

through action and being involved in the processes that will get to the end product. He

wanted the students to work on hands-on projects so learning would take place, rather

than memorization. In a regular classroom students just memorize what they need to

know and it goes away after the test. In Dewey’s mind, the students would have to

exercise their brain by problem solving and thinking critically, resulting in learning (even

though the students may not even know it!). This allows the individual's brain to

develop, so as the individual grows learning becomes easier! After attending a school

Dewey would have set up, a child would be ready for the real world and a lot of the

everyday setbacks that an individual would experience, such as losing a button,

changing a tire, making lunch, or balancing a checkbook. School would be a lot of

hands-on learning, and the progression of education would not end!

HUMANISM:

The humanistic theory in education.

In history humanistic psychology is an outlook or system of thought that focuses

on human beings rather than supernatural or divine insight. This system stresses that

human beings are inherently good, and that basic needs are vital to human behaviors.

Humanistic psychology also focuses on finding rational ways to solve these human

problems. At its root, the psychology of humanism focuses on human virtue. It has been

an important movement throughout history, from Greek and Latin roots to Renaissance

and now modern revivals. 

This theory and approach in education takes root in humanistic psychology, with

the key concepts focusing on the idea that children are good at the core and that

education should focus on rational ways to teach the “whole” child. This theory states

that the student is the authority on how they learn, and that all of their needs should be

met in order for them to learn well. For example, a student who is hungry won’t have as

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much attention to give to learning. So schools offer meals to students so that need is

met, and they can focus on education. The humanistic theory approach engages social

skills, feelings, intellect, artistic skills, practical skills, and more as part of their

education. Self-esteem, goals, and full autonomy are key learning elements in the

humanistic learning theory. 

The humanistic learning theory was developed by Abraham Maslow, Carl

Rogers, and James F. T. Bugental in the early 1900’s. Humanism was a response to

the common educational theories at the time, which were behaviorism and

psychoanalysis. Abraham Maslow is considered the father of the movement, with Carl

Rogers and James F.T. Bugental adding to the psychology later down the line.

Maslow and the humanists believed that behaviorism and other psychology

theories had a negative perception of learners—for example operant conditioning in

behaviorism psychology suggested that students only acted in a good or bad manner

because of the reward or punishment and could be trained based on that desire for a

reward. Maslow and humanistic psychology suggests that students are inherently good

and will make good decisions when all their needs are met. Humanistic psychology

focuses on the idea that learners bring out the best in themselves, and that humans are

driven by their feelings more than rewards and punishments. Maslow believed this and

wrote many articles to try and demonstrate it.

This belief that humans are driven by feelings causes educators who understand

humanistic psychology to focus on the underlying human, emotional issues when they

see bad behavior, not to just punish the bad behavior. The humanistic learning theory

developed further and harnesses the idea that if students are upset, sad, or distressed,

they’re less likely to be able to focus on learning. This encourages teachers to create a

classroom environment that helps students feel comfortable and safe so they can focus

on their learning. Emotions are at the center of humanism psychology. 

CONSTRUCTIVISM:

Constructivism is the theory that says learners construct knowledge rather than

just passively take in information. As people experience the world and reflect upon
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 those experiences, they build their own representations and incorporate new

information into their pre-existing knowledge (schemas).

Related to this are the processes of assimilation and accommodation.

Assimilation refers to the process of taking new information and fitting it into an

existing schema.

Accommodation refers to using newly acquired information to revise and redevelop

an existing schema.

For example, if I believe that friends are always nice, and meet a new person who is

always nice to me I may call this person a friend, assimilating them into my schema.

Perhaps, however, I meet a different person who sometimes pushes me to try harder

and is not always nice. I may decide to change my schema to accommodate this person

by deciding a friend doesn’t always need to be nice if they have my best interests in

mind. Further, this may make me reconsider whether the first person still fits into my

friend schema.

Consequences of constructivist theory are that:

Students learn best when engaged in learning experiences rather passively

receiving information.

Learning is inherently a social process because it is embedded within a social

context as students and teachers work together to build knowledge.

Because knowledge cannot be directly imparted to students, the goal of teaching is

to provide experiences that facilitate the construction of knowledge.  

This last point is worth repeating. A traditional approach to teaching focuses on

delivering information to students, yet constructivism argues that you cannot directly

impart this information. Only an experience can facilitate students to construct their own

knowledge. Therefore, the goal of teaching is to design these experiences.

The Roles of Teacher in Learners centered- teaching

1. Be a resource for students, answering questions and providing support.

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Teachers play a vital role in student-centered classrooms. They are the first line of

defense for students, providing support and guidance when needed. Teachers should

be available to answer any questions students may have and provide support during

class activities. They should also be available to help students with homework, offer

tutoring services, and work with them on extracurricular activities.

2. Encourage student participation in class discussion and activities.

It is important for teachers to encourage student participation in class discussions and

activities. This allows students to feel involved in the classroom and learn from their

teachers. Teachers should also aim to provide opportunities for all students to

participate, not just those who are vocal or have strong opinions.

3. Provide resources that support student achievement and development.

Teachers should provide resources that support student achievement and development.

These resources could include textbooks, reference materials, online tools, and other

materials that can help students learn more effectively. Teachers should also aim to

provide a supportive environment for all students, not just those who are successful at

school or on standardized tests.

4. Encourage students to be actively involved in their own learning, and help

them take ownership of their education.

The teacher in a student-centered classroom encourages students to be actively

involved in their own learning and helps them take ownership of their education. This

involves creating an environment in which students feel free to ask questions, raise

concerns, and participate in the learning process. The teacher also provides guidance

and support so that students can develop skills and knowledge independently. In this

way, the teacher helps students become lifelong learners who are able to problem-solve

and think critically.

5. Provide instruction that is relevant to the students’ interests and needs.

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The teacher in a student-centered classroom provides instruction that is relevant to the

students’ interests and needs. This means that the teacher uses current events,

literature, and other materials to help students learn about topics that are important to

them. In addition, the teacher ensures that all students have equal access to

educational resources and opportunities. This helps to ensure that all students are able

to learn and grow in their own unique way.

6. Help students develop critical thinking skills, so they can explore topics on

their own and form their own opinions.

It is believed that the role of the teacher in a student-centered classroom is to help

students develop critical thinking skills, so they can explore topics on their own and form

their own opinions. Others believe that the teacher’s main role is to provide support and

guidance to students as they learn. It is important for teachers to know which approach

best suits their class since each student will learn differently. However, helping students

develop critical thinking skills is an important part of the teacher’s role in a student-

centered classroom.

7. Help students develop problem-solving skills, so they can find solutions to

difficult problems.

In a student-centered classroom, the teacher provides guidance and support, but the

students are expected to take the lead in solving problems. This type of teaching model

helps students develop problem-solving skills, which are essential for success in school

and in life. Students who are able to solve problems on their own are better equipped to

deal with difficulties they encounter later on in life. The teacher can also provide

feedback and reinforcement as the students work on solutions, helping them to learn

and grow as individuals.

8. Help students develop teamwork skills, so they can work together to achieve

common goals.

A student-centered classroom environment emphasizes the contributions each

individual student can make to their shared learning experience. This approach provides

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students with opportunities to develop teamwork skills, so they can work together to

achieve common goals. Teachers can help students develop these skills by providing

them with opportunities to participate in cooperative activities, such as group projects

and classwork assignments. Additionally, teachers should model good teamwork

behavior within the classroom and encourage students to do the same.

9. Provide feedback in the student-centered classroom.

The teacher’s role in the student-centered classroom is to provide feedback that is both

specific and relevant to the student’s current level of understanding. Feedback should

be given in a timely manner, and it should be tailored to help the student understand

what he or she did well and where improvements can be made. The teacher should also

make sure that all students have an opportunity to learn, by providing challenging

assignments and by encouraging students to ask questions.

10. Promote responsibility 

Teachers play a vital role in promoting responsibility in the student-centered classroom.

Responsibility is at the heart of a student-centered classroom, and it is essential that all

students are taught how to be responsible for their own learning. Students need to be

taught how to set goals, work independently, and stay on track. Teachers need to

provide support and encouragement so that students can learn how to become

successful learners.

11. Promote a sense of community 

The teacher in a student-centered classroom should promote a sense of community by

providing opportunities for students to get to know each other and by working together

to achieve common goals. The teacher should also create an environment where

students feel comfortable talking about their feelings and sharing their ideas.

12. Promote a positive learning environment 

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The teacher in a student-centered classroom should work to promote a positive learning

environment. This means creating an environment where students feel comfortable

asking questions, sharing their ideas, and working together to solve problems. The

teacher should also be willing to provide feedback and help students learn how to use

new tools and techniques.

13. Communicates the learning goals 

In a student-centered classroom, the teacher is responsible for communicating the

learning goals and objectives to the students. This communication is done in a variety of

ways, such as through lectures, discussion, and hands-on activities. The teacher also

helps to create an environment where students feel comfortable asking questions and

expressing their thoughts and ideas. By doing this, the teacher ensures that all students

are able to understand and participate in the class curriculum.

14. The teacher acts as a facilitator 

The teacher’s role in a student-centered classroom is to be a facilitator. The teacher

should be able to create an environment in which students can learn and explore

without fear of judgment. The teacher should also be able to help students develop their

full potential by providing guidance, support, and resources. By doing this, the teacher

helps to ensure that all students are able to achieve their educational and career goals.

15. Provides opportunities for choice and autonomy 

In a student-centered classroom, the teacher provides opportunities for choice and

autonomy in the classroom. This allows students to be successful in their learning by

allowing them to choose what they want to learn, how they want to learn it, and when

they want to learn it. It also allows them to be successful in the classroom by allowing

them to work independently and solve problems on their own.

16. Encourage students to resolve their own conflicts 

their own conflicts. This can be done by providing guidance and support, but it is

ultimately up to the students to work out their problems. The goal is for the students to

feel comfortable resolving conflicts on their own so that they can focus on learning.

How Can Teachers Effectively Implement Student-Centered Teaching Practices?

1. Create a climate of respect in the classroom.

One of the most important roles of a teacher in a student-centered classroom is to

create a climate of respect. This means creating an environment where students feel

safe and accepted, and where they know that they can express their opinions and ideas

without fear of retribution. In order to foster a respectful environment, teachers must be

proactive in establishing rules and guidelines early on in the semester.

They should also make sure to enforce these rules consistently, both during class

sessions and after-school activities. By doing so, educators can help ensure that all

students feel comfortable participating in class discussions and learning opportunities.

2. Encourage students to take ownership of their learning.

One of the hallmarks of student-centered teaching is the emphasis on the student as

the center of attention. This approach encourages students to take ownership of their

education and learn in a way that is meaningful to them. To help students achieve this

goal, teachers should encourage them to participate in class discussions and ask

questions that challenge their understanding of the material. Additionally, teachers

should provide students with opportunities to demonstrate their understanding by

completing homework assignments and project tasks in a timely manner. By involving

students in all aspects of their education, educators can help ensure that they become

active learners who are confident in their ability to understand and solve problems on

their own.

3. Encourage creativity and innovation in learning activities.

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One important goal of student-centered teaching is to foster creativity and innovation in

the way students learn. To achieve this goal, teachers should encourage students to

experiment with new approaches to learning and problem-solving. Additionally, teachers

should provide students with opportunities to share their work with classmates and

participate in class contests and competitions. By engaging students in creative

activities, educators can help them develop a deep understanding of the material and

become more confident problem solvers.

4. Emphasize the importance of collaboration and teamwork.

Teachers play an important role in a student-centered classroom. Collaboration and

teamwork are essential to learning, and teachers can help foster these skills by

emphasizing the importance of working together. When students are encouraged to

work together, they learn how to problem-solve and communicate effectively. This type

of learning is essential for success in life, both academic and professional.

5. Encourage students to ask questions and ask for help when they need it.

One of the most important things teachers can do in a student-centered classroom is

encourage students to ask questions and seek help when they need it. When students

are confident in their ability to understand and solve problems on their own, they are

more likely to feel comfortable speaking up in class. This type of confidence is key for

success in school and beyond.

6. Teach critical thinking skills.

There is no one definitive answer to this question as the role of the teacher in a student-

centered classroom can vary greatly depending on the particular school, curriculum,

and individual teacher’s philosophy. However, in general, teachers are responsible for

helping students develop critical thinking skills by providing them with opportunities to

explore complex issues and think critically about information.

They may also help students develop research and writing abilities by giving them

assignments that require them to use evidence and logic to support their arguments.

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Ultimately, a student-centered classroom allows teachers to focus on helping students

learn how to think for themselves rather than just memorizing information.

7. Facilitate student-led discussions and debates.

A teacher’s role in a student-centered classroom is to facilitate student-led discussions

and debates. This means that the teacher should be prepared to allow students to share

their ideas and opinions freely, and should also be willing to engage in thoughtful

discussion with them. In this way, the teacher can help foster a sense of ownership over

one’s learning, as well as a strong sense of community among the students in the class.

ACTIVITES IN MODULE 1

A. Differentiate learner-centered teaching from teacher centered

approach.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

B. Discuss the need to shift from teacher-centered teaching to learner-

centered teaching based on philosophical foundations, teaching principles and

current research.

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 ___________________________________________________________

C. Discuss the varied roles of the teacher in learner-centered teaching and

Learning.

________________________________________________________________

________________________________________________________________

_______________________________________________________________

Rubrics in Checking your outputs:

Content 60%

Originality 40%

Total: 100%

References:

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 https://www.igi-global.com/dictionary/creating-collaboration-in-global-online-learning/

40896

https://education-reimagined.org/collections/what-is-learner-centered-education/

Five Characteristics of LearnerCentered Teaching By: Maryellen Weimer, PhD in

Effective Teaching Strategies, Teaching Professor Blog

Essentialism in Philosophy, Psychology, Education, Social and Scientific Scopes

Sahin, Mehmet Online Submission, Journal of Innovation in Psychology, Education and

Didactics v22 n2 p193-204 2018

https://www.siue.edu/~ptheodo/foundations/perennialism.htm

https://www.siue.edu/~ptheodo/foundations/progressivism.html

https://www.wgu.edu/blog/what-humanistic-learning-theory-education2007.html#close

https://www.buffalo.edu/catt/develop/theory/constructivism.html#:~:text=constructivist

https://classroommanagementexpert.com/blog/what-is-the-role-of-the-teacher-in-a-

student-centered-classroom/

EDGARDO B. ADALLA

Part-Time Instructor

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