How does a Learner-Centered Instruction Look Like?-THE 3 MOST BASIC THINGS TO LOOK FOR

1The LEARNING GOAL/OBJECTIVE is VERY CLEAR• what they really need to learn AND why (what’s the BIG idea)

2THE BEST EVIDENCE THAT THEY LEARNED IT is VERY CLEAR…how can we prove that the students acquired they needed to learn in terms of • What they can remember, understand and apply• Critical questions they can answer by themselves• What they can demonstrate in terms of vocabulary skills, analyzing skills,

evaluating skills and most importantly creating/creative skills

3INSTRUCTIONAL STRATEGY/LEARNING PLAN is EFFECTIVE:• The best activities, learning materials, tasks, resources to help produce the

evidence of learning for any kind of learner• managed effectively and efficiently (time management, maximum participation,

learning from co-learners/peers)

How does a Learner-Centered Instruction Look Like?-some clues/indicators found by Joel Wayne Ganibe, Int’l Learning Strategist

TRADITIONAL VS LEARNER-CENTERED (inspired by Constructivism)

Emphasis on basic skills or lower order thinking skills(Remembering, Understanding, Applying)

Emphasis on Higher Order Thinking Skills (Analyzing, Evaluating, Creating)

Prior Knowledge as entrance behavior(review of earlier lessons/topics and their applications)

Framing role of prior knowledge in a cognitive and motivational sense (using prior knowledge that includes concepts from other knowledge areas to better appreciate current context/relevance of new lessons and lifelong learning or knowledge-seeking behavior)

Structured Approach:• Pre-specified objectives• Small steps• Frequent questioning/feedback• Reinforcement through high-percentage of mastery

Self-regulated Learning:• “rich” learning environment• Intrinsic motivation (own initiative)• Challenging real life problems• Learner can design own learning path or choose own

personal learning environment (PLE)

Abstract-generalizable knowledge Situation-specific knowledge; learning from cases (appreciating context)

Standardized achievement tests Authentic Assessments; emphasis on formative assessment

TRADITIONAL VS LEARNER-CENTERED (inspired by Constructivism)

Teacher just follows the sequence from the textbook/teacher guide and focuses on covering as much content for the national standard exams.

Faculty pay close attention to what the students bring with them into class like prior knowledge, skills, attitudes and beliefs. They are encouraged to be the one to ask smart questions, find their own answer through social discourse (intelligent, sensitive and polite discussions)

So in this situation the TEACHER moves more to be a “co-constructor” of knowledge rather than just a “giver of content”

To save time, the teacher just simply answers all the questions or lectures on about the “what” and “when” and “where” and less about the “WHY” and “WHY NOT”

STUDENTS are more active learners. They do this by writing, discussing, drawing (analyzing and evaluating information) creating their own conclusions; coming to an agreement, and demonstrating their new individual and collective knowledge by performing, participating, reporting, creating presentations, convincing role-acting, accomplishing projects, home works, assignments. (own works not just works of others from books or reference materials.

So the teacher encourages this with the SCAMPER technique, so that students deal with the question “BUT WHAT IF…?” and thus can think more deeply.

Students rely only on test results to know their scores and if they pass or fail

Learners are highly conscious or aware of their own learning; changing attitudes and beliefs, worldview, or increase in skills levels

Authentic tasks (have a real world quality) relevant to students’ lives. Example, in biology, apart from correctly classifying crickets in the INSECT as to kingdom/phylum/class/order)—the students interview a cricket farmer, can show the class the lifecycle; how to manage their reproduction, explain how to make money from these insects, discuss their nutritional value and create new recipes. Meantime, its not just science but also math skills demonstrated when production costs and net profits are calculated using mathematical formula; same way some value is arrived at comparing cost of insecticides versus using natural predators versus destructive insects.