Learner Centered Teaching Term Paper

Pages: 6 (1817 words)  ·  Style: MLA  ·  Bibliography Sources: 2  ·  File: .docx  ·  Topic: Teaching

Learner-Centered Teaching

Learner Centered Classroom Practices and Assessments by Barbara L. McCombs and Linda Miller is a work that demonstrates through a workshop style introduction the validity of learning style differences and the inherent need of education to redesign its practices to better meet the needs of the learner, through acknowledgement of their individuality in practices and assessments that rely less on rote memorization and regurgitation to convey and assess learning. The workshop style is helpful in that it is written to help educators realize their own learning style and potentially in a group recognize that most of their colleagues also have different learning styles than themselves.Buy full Download Microsoft Word File paper
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Term Paper on Learner Centered Teaching Assignment

The following subsection of the chapter is an extensive review of literature that demonstrates what the research is demonstrating with regards to learner centered practices and the old rote memorization styles of teaching. What the research in the work seems to show is that the traditional style of learning through memorization and then regurgitation of memorized facts is based on the premise that children will first learn how to learn through this method and then they will be able to learn anything through this very efficient and simple process. The tactic of the literature review was to compare real life learning situations to those in the classroom and the overall impression is that real life learning, is a fluid experience that often contains elements not found in the classroom, such as playfulness, laughter, and that it is non-linear, engaging, self-directed and meaningful to the learner. While in comparison classroom learning through the expectation of order and linear thought is sometimes difficult to assimilate. The literature contradicts this assumption by showing that relaying information in this way builds misunderstanding and reduces self-esteem leaving the individual child feeling as if he or she is not intelligent because he/she cannot memorize as easily as the 10% of the class who effectively learns this way and a barrier to understanding is developed. The chapter closes by demonstrating the value of a learner-teacher cooperative in where the learner is teaching the instructor how they best learn, offering both a better opportunity to demonstrate learning and greater success for both in the future.

These realizations could precipitate a reevaluation of the way that information is disseminated in the classroom to students with various learning styles. The whole of the "What We Know About Learning" chapter is useful in that naming learning styles it demonstrates that delivery of information is crucial to understanding and that education being one of the most important aspects of human development and success needs to be flexible enough to allow for differences rather than continuing to attempt to teach children in only one manner, effective for only 10% of the population.

The following chapter demonstrates, again through an extensive literature review how these tactics have been applied in various settings and what effect they have had on learning. It systematically applies the above mentioned recognitions to real life settings first by defining what learner-centered practices are, what they look like and how they work in the classroom setting to foster natural learning experiences. The chapter defines many principles of the learner centered model, such as the school as a complex living system and then explains through the subsection of "what's next" how such plans can be applied in the school and classroom.

In the next chapter the application of the learner center model is critiqued by students and teachers, rather than simply literature and research. The chapter defines successes and struggles that are associated with learner centered techniques through their applications and anecdotal outcomes in the classroom. The chapter demonstrates the effectiveness of allowing the student a voice through seminar style forums that foster the concepts of a self-driven system that better serves the needs of students and allows them to bring interest and concepts into the complex living system that will determine for them what the learning environment and offerings will do for them in their goal to become successful learners. It is also in this section that the bridge is formed between the learner centered practices and assessment tools that effectively demonstrate learning.

The next chapter is a systemized demonstration of several learning styles that are learner-directed giving the teachers tools to develop further in the setting of their classrooms. Chapter 5 further explains some types of learner-centered practices, beyond the systemization in the previous chapter intruding the concepts of how to apply learner centered models. Chapter 6 offers an evaluation of best practices in learner centered systems according to grade level and Chapter 7 closes the book with a look back at the teacher and the student addressing individual tools needed as well as learning and teaching style concepts that better direct the teacher toward success of application. Extensive appendix offer resources including contact information for successful learner centered models to teachers and further reading as well as strategizing ideas to begin the process.

Overall this work is fantastic as it points out both failings of the current model the instruction centered models of tradition as well as offering real practical application information about how to transition out of the traditional model to one that is more fluid for student and instructor. Any continuing education seminar could effectively utilize this tool to demonstrate the need of the system to better engage students in learning by allowing them to dictate their own learning needs and systems and by allowing the teacher the ability to observe and involve him or herself in this process through observation and input. The seminar style that the book is laid out with fantastic visual and practical applications is a great tool for disseminating the information to those who are driven by the desire to engage students more effectively in the school and classroom and potentially change a fractured system.

Learner-Centered Teaching: Five Key Changes to Teaching by Maryellen Weimer is a similar document to the one above but it offers less research based information and more specifically demonstrates ways in which learner-centered teaching can begin through practice. The work is also dedicated to a greater focus on teaching learner-centered models at the post-secondary level as this is the level of teaching done by the author. The author begins her work with a very insightful explanation of how she came to be interested in a teaching revolution, associated with learner centered model teaching, three anecdotal experiences are outlined, the first a practical application of student involvement in learning based on giving students voice and choice in the outcomes of the beginning level class she was teaching, the second the reading of an informative book that demanded that she evaluate her teacher centered approach where she state "I came to realize that the classroom environment I created ended up being a place where I could succeed and do well. Student learning just happened, an assumed outcome of instructional action that featured me." (3) the author demonstrates that she has seen a great contradiction in that the college environment for many people undermines their learning confidence rather than building it. (5) lastly, the author sights a regenerative review of the literature, both anecdotal and research-based with regard to teachers attempting to create more learner-centered environments and wanted to summarize the lot to create one work that was inclusive of as many techniques and practices as possible.

This two part work begins by demonstrating the aspects of teaching and learning that change when teacher centered learning is abandoned for learner driven models. The author demonstrates that the balance of power is more level, as students and teachers are more invested in each part of the learning experience, through real and symbolically recognized power over content and learning. The function of content is also explored as a way in which the instructor can reevaluate the importance of a strong connection to content, as it can be a barrier to learning centered models. The learner-centered instructor must release power first and then release the demands of content when allowing learner centered teaching to prevail, all learners must have input as to the nature of content, as without this control there is little chance for the instructor to apply content that is engaging to students and students will feel trapped in the syllabus system. The role of the teacher is reevaluated in the next chapter as the document gives teachers tools of understanding about reformatting learning through non-teacher centered models and the reasons to do so. The next chapter is one focused on student responsibility for learning and how the teacher can shift this responsibility through guided principles. The next chapter demonstrates the importance of evaluation that meets the needs of the learner-centered model and effectively demonstrates learning. The next part of the work is demonstrative of how the teacher can effectively respond to resistance by both student and supervisor to allow the implementation of change to a learner centered model, taking a developmental approach to learning and lastly how to make the whole thing… [END OF PREVIEW] . . . READ MORE

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APA Style

Learner Centered Teaching.  (2007, April 28).  Retrieved June 2, 2020, from https://www.essaytown.com/subjects/paper/learner-centered-teaching/273784

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"Learner Centered Teaching."  28 April 2007.  Web.  2 June 2020. <https://www.essaytown.com/subjects/paper/learner-centered-teaching/273784>.

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"Learner Centered Teaching."  Essaytown.com.  April 28, 2007.  Accessed June 2, 2020.