This presentation elaborates various ideas such as the importance of understanding our learner, learner characteristics, various dimensions and modes of learning etc.
3. AN OUTLINE
Discuss the importance of understanding our learners
List various factors that need be known about learners
Explain how adults learn
Prepare a generic picture of the target learners.
4. WHY IS IT IMPORTANT TO KNOW OUR
LEARNERS
Effective pedagogy begins with knowing the student well.
It is important to know our learners so that we understand their:
educational and social background; present knowledge level
learning needs and their learning styles
values, attitudes, and their cultural background
motivation and desire for learning.
5. WHAT DO WE NEED TO KNOW ABOUT OUR
LEARNERS?
Demographic factors
Cognitive and metacognitive factors
Motivational and Affective factors
Learning factors
Individual differences factors
Subject background
Resource factors
6. DEFINING “LEARNER-CENTERED”
“Learner-centered” is the perspective that couples a focus on
individual learners— their heredity, experiences, perspectives,
backgrounds, talents, interests, capacities, and needs with a focus
on learning
Learner-centered education is a reflection in practice of the Learner-
Centered Psychological Principles—the programs, practices,
policies, and people that support learning for all.
Learner-centered is also related to the beliefs, characteristics,
dispositions, and practices of teachers—practices primarily created
by the teacher.
“Learner-centeredness” is in “the eye of the beholder”: it varies as a
function of learner perceptions, which in turn are the result of
learners’ prior experiences, self-beliefs, and attitudes about schools
and learning as well as their current interests, values, and goals.
7. THE LEARNER- CENTERED PSYCHOLOGICAL PRINCIPLES
Principle 1: Nature of the learning process
Principle 2: Goals of the learning process
Principle 3: Construction of knowledge
Principle 4: Strategic thinking
Principle 5: Thinking about thinking
Principle 6: Context of learning
Principle 7: Motivational and emotional influences on learning
8. THE LEARNER- CENTERED PSYCHOLOGICAL
PRINCIPLES
Principle 8: Intrinsic motivation to learn
Principle 9: Effects of motivation on effort
Principle 10: Developmental influence on learning As individual
Principle 11: Social influences on learning
Principle 12: Individual differences in learning
Principle 13: Learning and diversity
Principle 14: Standards and assessment
9. DIMENSIONS OF LEARNING
Attitudes and perceptions
Acquire and integrate knowledge
Extend and refine knowledge
Use Knowledge meaningfully
Habits of mind
14. HOW WILL WE COLLECT
INFORMATION?
Meeting some of the prospective learners and discussing with them
(individually and as a group) to know what they would like from the
course or the programme and what they already know/feel about the
subject
Sending a questionnaire to the prospective learners and trying to
elicit the information we need. If this can be followed up by
discussion with the learners, so much the better
Making a summary of the student enrolment and personal data to
identify students' characteristics/profile
Making a summary of any surveys, which may have been done by
institutions in relation to students' characteristics/profile
Keeping in touch with our learners- through meetings or by reading
and commenting on their assignments- once they start working on
the materials.
15. HOW DO ADULTS LEARN?
Self-directed learning
Prior experience
Problem-centred learning
Learning by doing
Preference for democratic style of learning
Experiencing a sense of progression, a sense of achievement
16.
17. IMPLICATIONS OF UNDERSTANDING LEARNERS'
CHARACTERISTICS
Understand the language level that would be easily understood by the learners in
comprehending concepts, new information, theory, etc.
Understand the entry level of the learners with regard to knowledge and skills so
as to build on what the learners already know or possess
Include examples that are based on learners' experiences
Include references and further readings that the learners are able to access within
their learning environment
Present information in a manner that would minimise their learning difficulties
develop materials that would ensure interaction between the learner and the text
Evolve a Learner Support System that is sensitive to the learners' needs
Develop a system that ensures regular feedback on the quality of materials that are
issued as well as students' perceptions on the efficacy of the Learner Support
System
18. “ACTIVE LEARNING”- WHY IS IT
IMPORTANT?
Active learning, according to Charles Bonwell, is any strategy
“that involves learners in doing things and thinking about the
things they are doing.” “Active learning” helps us learn better
because it is based on experience and reflection
Why do you think it’s important to actively think about
what you are doing?
19. ACTIVE LEARNING EXAMPLES
Individual and group project-based assignments Pairing activities
such as “think, pair, share” Involving learners in research Job
shadowing (learners accompany an employee/worker at the
workplace, observing and learning about various tasks
associated with an occupation). Involving learners in well-
structured questions and answer sessions
20. ACTIVE LEARNING STRTATEGIES
Role Play: a method of acting out an imaginary but real life
situation Debate/discussion panel: offers opportunity to verbal
presentations of views and arguments
Brainstorming: learners are invited to quickly and freely
generate ideas/responses to issues/problems/topics Buzz
session: learners are divided into small groups to discuss a
particular issue/problem
21. ACTIVE LEARNING STRTATEGIES
Concept Mapping: allows learners to visually represent
connections and relationships between concepts/ideas and
information.
Demonstration: a practical presentation of a process or
procedure or skill which is designed to illustrate theoretical
principles, concepts or ideas.
Jigsaw Method: each learner works on just one part of a project
or problem, then learners combine their work to complete the
whole task.
Dialogue Journals: A formal repository for personal learners
writing that can be used to promote reflection, synthesis of
22. ACTIVE LEARNING STRTATEGIES
Carousel Brainstorming Exercise: learners working in
cooperative groups write their responses to a question, moving
from poster to poster at set time intervals.
Case Studies: learners take one issue or event (e.g. Martial
Law during the Marcos Era), and try to investigate, analyze,
synthesize, and evaluate various viewpoints on the issue.
Think-pair-share: learners individually think for a moment about
a question posed in class, before pairing up with another
learner to discuss their thoughts. Pairs are then asked to share
with the entire group.
23. ACTIVE LEARNING STRTATEGIES
Micro-teaching: learners are asked to give a lesson, speech, or
presentation on a topic to their classmates.
Project-Based Learning: learners investigate a problem in-
depth and create a project (such as a poster or booklet) to
present to their classmates, or display in the classroom.
24. COLLABORATIVE LEARNING
Many ‘active learning strategies’ are collaborative.
Collaborative learning encompasses a variety of approaches to
learning including small group or team-based activities. A way
for learners to develop the ability to work as part of a team A
way for learners to acquire and improve essential interpersonal
life skills A way for learners to take turns with different roles,
such as facilitator, recorder, reporter, etc.
Q. How do you think ‘collaborative learning’ might help
improve a learners’ understanding of your lesson?
25. ACTIVE LEARNING PHILOSOPHY
What I hear, I forget What I hear, and see, I remember a little.
What I hear, see and ask questions or discuss, I begin to
understand. When I hear, see, discuss and do, I acquire
knowledge and skill. What I teach to another, I master.