Learner-Centered Pedagogical Approaches

LEARNER-CENTERED PEDAGOGICAL APPROACHES
(Kaning gipang highlight kay pwede kani ra ang ipabutang nato sa ppt. Naay mga
examples na given diri sa bawat approaches pero pwede ra pud ta magbuhat ug atong
examples na based sa atong school experiences mismo).
Learner-centered instruction - empowers learners to participate actively in the
learning process. Unlike more traditional teacher-centered approaches which focus on
the instructor, this model places the learner at the center of the learning process. The
role of the instructor goes beyond transmitting knowledge, as they take on the
responsibility of facilitating active learning experiences for the learners. At the same
time, learners take on a more proactive role, influencing course content and activities
and actively reflecting on their learning.
Pedagogy is the method behind the art of teaching. It considers how students learn and
uses that knowledge to develop philosophies, approaches, and techniques for the
classroom.
1. Experiential Learning Activities
 Experiential learning is learning by doing. Instead of passively receiving
information from a teacher describing how to do something, the students take
an active role and engage the activity
 David Kolb (1984) has been one of the most prominent advocates of
experiential learning theory (ELT), in which: “learning is the process
whereby knowledge is created through the transformation of
experience.”
 Students think about their performance in a learning activity and identify their
strengths and weaknesses. This well produce a new conceptualization of their
existing understanding and facilitate the development of a new mindset.
Those new conceptualizations are then put into practice that will either
confirm or reject that new understanding and leads to the whole process
being repeated.
2. Inquiry-Based Learning Experience

 Lee et al. (2004) define inquiry-based learning as an “array of classroom
practices that promote student learning through guided and, increasingly,
independent investigation of complex questions and problems, often for which
there is no single answer” (p. 9).
 For example, in a traditional anthropology course, the professor may display a
set of artifacts and then proceed to inform students about their cultural
relevance and practical purposes.
 Students diligently take notes that will be committed to rote memory and then
retransmitted on an exam. Learning is passive and often fleeting.
 In an inquiry-based lesson, however, the lesson is reversed. The professor
displays the artifacts and says very little.
 The students are then tasked with finding out as much about the artifacts as
possible. They examine the items and conduct their own research. Later, the
students present to the professor and their classmates what they have
learned about the culture in which the items belong and other pertinent
information they have attained.
 Inquiry-based learning is far more engaging to students than a lecture format.
There is a much deeper level of information processing which leads to longer
retention.
3. Performance-Based Learning Experience

 Performance-based learning is all about developing practical skills related to
the subject under study. By working through a real-world scenario, students
demonstrate their ability to complete various tasks and engage in complex
problem-solving.
 For example, in the above video, math teachers designed a performance-
based project called Mission Relief. The mission is for students to role-play
the emergency landing of an airplane. By solving various mathematical
problems regarding aeronautics, the students are able to eventually guide the
plane to safety. It involves a lot of math, which most students find tedious and
sometimes intimidating. But, as you can see in the video, the students are
quite engaged.
 Performance-based learning places the students front and center of the
learning experience.
 They process information more deeply and discover the subtle nuances of a
subject that can only be appreciated through experience. This helps them see
the connection between abstract academic concepts and the real world.
4. Service-Oriented Learning Experience (pwede nato i-example ang CWTS ani)

 Service-oriented learning refers to applying academic concepts to practical
matters that address the needs of society. Service learning contains elements
of student-centered learning, as well as being experiential, collaborative, and
project-based.
 The Growing Voters framework by Tufts University is just one example of how
students can take the initiative and work independently to encourage the next
generation of voters to participate in democracy.
 The report offers suggestions for how educators and community leaders can
“…close voting gaps, expand the electorate, and support a more equitable
and representative American democracy”.
 Service learning puts the responsibility for action squarely on the shoulders of
the students. They are responsible for handling the implementation of
initiative and learn many valuable practical. However, service-learning is
not just about volunteering: “…service-learning applies equal focus to
both learning and the service goals. It requires an academic context and
is designed so that that the service and learning goals are mutually
reinforcing” (Starting Point, n.d.).
5. Collaborative Learning
 Collaborative learning (also known as co-learning) is an approach to
education that embraces working in groups to create knowledge.
 Learning occurs through collaboration and teamwork. Each team member’s
unique skills are leveraged for the good of the group. It follows a social-
constructivist perspective where knowledge is co-created through negotiation
and discourse.
 Example: Table Group Work. Educators can use their classroom layout to
help streamline their pedagogies. An educator who wants to encourage co-
learning should place students in table groups where they can collaborate
easily and use the table as a shared space for brainstorming or sharing
resources.Table groups ensure students are facing one another while learning
which facilitates interaction.
6. Peer-led learning (This is also a type of collaborative learning, ang kalahian lang
ani sa collaborative learning kay walay teacher nga naga facilitate, ang students
lang mismo ang naga facilitate sa ilang learning. Pwede nato i-hatag as example
katong nag undergo tag mentorship sa mga 3 rd year para sa paghimo sa atong
LP kay sir Rodney.)
 Peer-to-peer learning occurs when students engage in collaborative learning.
Students learn from one another, not the teacher.
 Example: Proctor Model.The proctor model involves senior students tutoring
junior students.
The senior student can be:
 An older student from a higher grade level: In this instance, the older
student benefits from the peer tutoring scenario because they
consolidate knowledge they already know (‘the best way to learn is to
teach’). They may also undertake the task to develop mentorship and
leadership skills.
 A more skilled student helping a less skilled student in the same class:
In this instance, the students may be the same age level and in the
same class. However, one student is significantly more advanced than
the other. This student acts as the ‘more knowledgeable other’, helping
bring the other students up to their level. The more skilled student may
benefit from this scenario by refining their knowledge and being able to
apply it in their explanations.
References:
OntarioTech University (n.d.). Learner-centered Instruction. Tlc.ontariotechu.ca.
https://tlc.ontariotechu.ca/teaching/learner-centred-teaching/index.php
Team, M. (2023, April 20). Pedagogical approaches to teaching in higher education.
Caduceus International Publishing. https://www.cipcourses.com/blog/pedagogical-
approaches-to-teaching-in-higher-education/

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LEARNER-CENTERED PEDAGOGICAL APPROACHES

2. Inquiry-Based Learning Experience

3. Performance-Based Learning Experience

4. Service-Oriented Learning Experience (pwede nato i-example ang CWTS ani)

The senior student can be:

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