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    Dimensions of Learner-Centered Teaching PDF

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    The document discusses dimensions of learner-centered teaching compared to teacher-centered teaching. It provides a rubric with 6 dimensions: the function of content, the role of the teacher, the responsibility for learning, the purposes and processes of assessment, and the balance of power. For each dimension, it contrasts the teacher-centered approach, where the teacher controls all aspects of learning and evaluation, with the learner-centered approach, where students take on more responsibility for learning and the teacher adopts flexible policies to facilitate student-centered learning goals.

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    Dimensions of Learner-Centered Teaching PDF

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    Dex
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    The document discusses dimensions of learner-centered teaching compared to teacher-centered teaching. It provides a rubric with 6 dimensions: the function of content, the role of the teacher, the responsibility for learning, the purposes and processes of assessment, and the balance of power. For each dimension, it contrasts the teacher-centered approach, where the teacher controls all aspects of learning and evaluation, with the learner-centered approach, where students take on more responsibility for learning and the teacher adopts flexible policies to facilitate student-centered learning goals.

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    The document discusses dimensions of learner-centered teaching compared to teacher-centered teaching. It provides a rubric with 6 dimensions: the function of content, the role of the teacher, the responsibility for learning, the purposes and processes of assessment, and the balance of power. For each dimension, it contrasts the teacher-centered approach, where the teacher controls all aspects of learning and evaluation, with the learner-centered approach, where students take on more responsibility for learning and the teacher adopts flexible policies to facilitate student-centered learning goals.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    10K views1 page

    Dimensions of Learner-Centered Teaching PDF

    Uploaded by

    Dex
    The document discusses dimensions of learner-centered teaching compared to teacher-centered teaching. It provides a rubric with 6 dimensions: the function of content, the role of the teacher, the responsibility for learning, the purposes and processes of assessment, and the balance of power. For each dimension, it contrasts the teacher-centered approach, where the teacher controls all aspects of learning and evaluation, with the learner-centered approach, where students take on more responsibility for learning and the teacher adopts flexible policies to facilitate student-centered learning goals.

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    of 1

    DIMENSIONS OF LEARNER-CENTERED TEACHING

    In teaching, consider the following questions:


    * What is the role of the teacher?
    * What is the balance of power?
    * What is the function of content?
    * Whose responsibility is it for learning?
    * What is the purpose and process of evaluation?
    Most respond to these questions from a traditional point of view. The teacher gives students content to learn. Evaluation is for students to show teacher what they know. The teacher has all the
    power. However, in the learner- centered approach, it is totally different.
    What does learner-centered teaching (LCT) look like in practice? Phyllis Blumberg (2009) developed the rubric below that contrasts teacher-centered and learner-centered approaches to teaching.
    Dimension Definition of this dimension An Essential Component Teacher- centered Approach Learner-centered Approach
    The Function of Content Content includes building a Level to which students engage Teacher allows students to memorize Teacher encourages students to transform
    knowledge base, how the teacher content. content. and reflect on most the content to make
    and the students use the content. their own meaning out of it.

    The Role of the Teacher An essential role of the instructor Teacher uses teaching and Teacher: Teacher intentionally uses various teaching
    is to assist students to learn. learning methods appropriate for * Does not have specific learning goals and learning methods that are appropriate
    student learning goals. and/or for student learning goals.
    * Uses teaching and learning methods
    that conflict with learning goals

    The Responsibility for Students should assume greater Responsibility for learning should Teacher assumes all responsibility for Teacher provides increasing opportunities
    Learning responsibility for their own rest with the students. students learning (provides content to for students to assume responsibility for
    learning over time. memorize, does not require students their own learning, leading to achievement
    to create their own meaning of of stated learning objectives.
    content, tells students exactly what will
    be on examinations).

    The Purposes and Processes There are additional purposes and Formative assessment (giving Teacher Consistently throughout the learning
    of Assessment processes of assessment beyond feedback to foster improvement.) * Uses only summative assessment (to process, teacher integrates
    assigning grades. make decisions to assign grades) * Formative assessment
    * Provides students with no * Constructive feedback
    constructive feedback

    The Balance of Power The balance of power shifts so Flexibility of course policies, Teacher mandates all policies and Teacher is flexible on most
    that the teacher shares some assessment methods, learning deadlines. * Course policies
    decisions about the course with methods, and deadlines. or * Assessment methods
    the students. Teacher does not adhere to policies. * Learning methods
    * Deadlines
    and
    Teacher always adheres to what teacher
    has agreed to with the students.

    Source: https://www.uvu.edu/otl/blog/lct.html

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