Lesson 2 Implementing the Learner-Centered Approach

 In the previous lesson, we defined learner-centered teaching using the five characteristics described by Weimer (2012). You’ve realized how important is learner centeredness to facilitate a more effective and efficient learning experiences to the students.

 

Decades of research and innovation in the field suggested how learner-centered teaching provide students with a more meaningful and long-term understanding, engage them in deeper learning, enable them to become independent and life-long learners, increase their motivation and result to better learning outcomes.

 

Unfortunately, these are sometimes overwhelmed by the fact that th ey are not directly and immediately observable. Because of that, teachers tend to revert in the traditional way of instructional delivery, which they are used to and are more comfortable to utilize. The same is true for those students who seem the approach as quite laborious for them and easier for teachers.

 

Weimer (2012) emphasized that, to increase our chances of successfully implementing learner-centered approaches, it is important that we understand the potential obstacles we might face. Interestingly, the primary obstacles or resistance to change come from two groups: students and colleagues.

Students may resist learner-centered approaches. When faced with learner-centered approach, some students may discount and overlook its value. They see it as just additional inconvenience to them by requiring more work. When given a chance to make decisions and move for their personal learning, they are afraid to choose the wrong path and receive failures. There are times also, that they just feel to don’t like and decide pre-hand that they cannot do it because it is beyond their grasps.



Colleagues may resist learner-centered teaching. Some teachers believe that it is more important to cover all the content prescribed and using the approach will just slow down the pacing of lesson. They also believe that this practice will only benefit those advanced learners and will just deprived the rest of the class. Lastly, some teachers just can’t let go of the control in the classroom.


References

  • Aquino, A. M. (2009). Facilitating human learning (First Edition). Rex Book Store, Inc.
  • Bulusan, F., Raquepo, M. R., Balmeo, M. L., & Gutierrez, J. C. (2019). Facilitating learner-centered teaching (First Edition). Rex Book Store, Inc.
  • CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 39
  • CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 24
  • Lucas, M. R. D., & Corpuz, B. B. (2013). Facilitating learning: a metacognitive process (3rd Edition). LORIMAR Publishing, Inc.
  • Ornos, P. S., Gonzaga, E. P., Esgra, C. B., Gomez, N. G., Tarinay, A. R., & Verde, S. P. (2008). Facilitators of the learning process. Grandwater Publications.
  • Vega, V. A., & Prieto, N. G. (2012). Facilitating learning (Revised Edition). Books Atbp. Publishing Corp.

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