managing the learner centered-classroom

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  • Managing the Learner-Centered Classroom

    Carlo Magno, PhD.

  • The K to 12 Basic Education Curriculum is enhanced.






    Focuses on the

    optimum development

    of the Filipino

    Flexible to

    local needs

    Continuum following an

    expanding spiral

    progression model

    Integrative, Inquiry-

    based, Constructivist,


    Allows for

    mastery of


  • The Learner-Centered Classroom: Critical Features

  • Features of Learner-centeredness

    Acknowledge and attend to students' uniqueness by taking into account and accommodating practices to students' states of mind, learning rates, developmental stages, abilities, talents, sense of self, and academic and non-academic needs.

  • Features of Learner-centeredness

    Know that learning is a constructive process and thus try to ensure that what students are asked to learn is relevant and meaningful, and also try to provide learning experiences in which students are actively engaged in creating their own knowledge and connecting it to what they already know and have experience.

  • Features of Learner-centeredness

    Create a positive climate by taking the time to talk with their students on a personal basis, getting to know them well, creating a comfortable and stimulating environment for them, and providing them with support, appreciation, acknowledgment, and respect.

  • Features of Learner-centeredness

    Come from an assumption that all their students, at their core, want to learn and want to do well, and have an intrinsic interest in mastering their world and relate to each student's core rather than trying to "fix" or ameliorate a deficiency.

  • Glasser (1994), outlines six conditions that must be in place in the classroom for the students to do "quality school

    work." These conditions could be considered learner-centered.

  • Conditions of Learner-centered Schools

    1. There must be a warm, supportive classroom environment. In this environment teachers allow students to get to know them and, it is to be hoped, liked them. Glasser points out that we work harder for someone we know and like.

    2. Students are asked to do only useful work. And teachers must explain the usefulness of what they are asking students to do. Information is taught if it is directly related to a life skill, students express a desire to learn it, teachers believe it is especially useful, or it is required for college.

  • Conditions of Learner-centered Schools

    3. Students are always asked to do the best they can do. The conditions of quality work include students' knowing the teacher and appreciating that he or she has provided a caring place to work, believing the work assigned is always useful, being willing to put a great deal of effort into their work, and knowing how to evaluate and improve upon their work.

  • Conditions of Learner-centered Schools

    4. Students are asked to evaluate their own work. As self-evaluation is a prerequisite to quality work, all students should be taught to evaluate their own work, to improve it based on that evaluation, and to repeat this process until quality has been achieved.

    5. Quality work always feels good. Students feel good when they produce quality work and so do parents and teachers as they observe this process. Glasser believes that it is this feeling good that is the incentive to pursue quality.

  • A key researcher of resiliency, Bonnie Benard (berliner & Benard, 1995), outlines resiliency traits that we believe need to be fostered in schools:

  • Fostering Learner-Centeredness

    Social competence

    the ability to establish an sustain positive, caring relationships, to maintain a sense of humor, and to communicate compassion and empathy.


    the ability to critically, creatively, and reflectively make decisions, to seek help from others, and to recognize alternative ways to solve problems and resolve conflict.

  • Fostering Learner-Centeredness


    ability to act independently and exert some control over one's environment, to have a sense of one's identity, and to detach from others engaged in risky or dysfunctional behaviors.

    Sense of purpose

    ability to foresee a bright future for one self, to be optimistic, and to aspire toward educational and personal achievement.

  • Learner-Centered Principles

  • Metacognitive

    and cognitive


    Motivational and affective


    Developmental and social factors

    Individual differences


  • Metacognitive and Cognitive


  • Principle 1: Nature of the learning process

    The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.

  • Principle 2: Goals of the Learning Process

    The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

  • Principle 3: Construction of knowledge

    The successful learner can link new information with existing knowledge in meaningful ways.

  • Principle 4: Strategic Thinking

    The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.

  • Principle 5: Thinking about Thinking

    Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

  • Principle 6: Context of Learning

    Learning is influenced by environmental factors, including culture, technology, and instructional practices.

  • Motivational and Affective Factor

  • Principle 7: Motivational and Emotional

    Influences on Learning

    What and how much is learned is influenced by the learner's motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking.

  • Principle 8: Intrinsic Motivation to Learn

    The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty relevant to personal interests, and providing for personal choice of control.

  • Principle 9: Effects of Motivation on


    Acquisition of complex knowledge and skills requires extended learner effort and guided practice.

  • Developmental and Social Factor

  • Principle 10: Developmental Influences on


    As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.

  • Principle 11: Social Influences on Learning

    Learning is influenced by social interactions, interpersonal relations, and communication with others.

  • Individual Differences Factor

  • Principle 12: Individual Differences on


    Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.

  • Principle 13: Learning and Diversity

    Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds are taken into account.

  • Principle 14: Standards and Assessments

    Setting appropriately high and challenging standards and assessing the learner as well as learning progress including diagnostic, process, and outcome assessment are integral parts of the learning process.

  • The Domains of Educational Systems Change

  • Domains of Educational System Change

    Technical domain

    Concerned with specifying the content standards, curriculum structures, instructional approaches, and assessment strategies that best promote learning and achievement of all students.

  • Domains of Educational System Change

    Personal Domain

    Concerned with supporting the personal. Motivational, and interpersonal needs of those who serve and/or are served by the system (for example, teachers, administrators, students, parents)

  • Domains of Educational System Change

    Organizational Domain

    -Concerned with providing the organizational and management structures and policies that support the personal and technical domains and, ultimately motivation, learning, and achievement for all students.

  • The Personal Change Process

    To facilitate and bring about the kind of changes we have been proposing, an understanding of the personal change process is important. Both teachers and students are required to "change their minds," to modify their current thinking about learning and schools.

  • The Personal Change Process

    Stage 1: Increasing Awareness and Inspiration to Change

    This stage of the personal change process shows the person who needs to change is personally relevant and possible, this stage inspires hope.

    Stage 2: Observing Models and Building Understanding

    This stage of the personal change process involves looking at models and decreasing the what and how, this stage builds understanding.

  • The Personal Change Process



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