Week 5 Assignment

Strategies and Tools Used for Learner-Centered Instruction

Yunjo An, Diana Mindrila
Publish on 08 March 2020

1. Find the definition of key term

Learner-centered education: Learner-centered education is an approach that encompasses various
instructional methods, such as problem-based learning, project-based learning, and inquiry-based
learning, all aimed at meeting the needs of individual learners and the demands of a rapidly changing
society. This approach emphasizes personalized learning activities and support, social and emotional
support, self-regulation, collaborative and authentic learning experiences, and assessment for learning. It
focuses on developing real-world skills including higher-order thinking, problem solving, decision-
making, and collaboration skills, through creating positive relationships and learning climates, adapting to
class learning needs, facilitating the learning process, encouraging personal challenge and responsibility,
and providing for individual and social learning needs (Yunjo and Diana, 2020)
 Learner-centered instruction: Learner-centered instruction (LCI) is an educational approach that
prioritizes the individual needs, interests, and learning styles of students. It includes various instructional
methods, such as problem-based learning, project-based learning, and inquiry-based learning. LCI is
characterized by personalized learning activities and support, social and emotional support, self-
regulation, collaborative and authentic learning experiences, and assessment for learning. This approach
aims to create positive relationships and learning climates, adapt to class learning needs, facilitate the
learning process, encourage personal challenge and responsibility, and provide for both individual and
social learning needs. It focuses on developing real-world skills such as higher-order thinking, problem
solving, decision-making, and collaboration
 Teacher practice: Teacher practices refer to the methods, strategies, and techniques that teachers use to
facilitate learning and manage their classrooms

2. What were previous studies mentioned in the literature?

 Yilmaz (2008):
Study Focus: Explored three social studies teachers' views of LCI and learning theories.
Participants: Three social studies teachers (2 male, 1 female) with 5-13 years of teaching experience and
advanced degrees (M.Ed. or Ph.D.) in social studies education.
Method: Qualitative study approach.
Findings: All three participants had positive attitudes toward LCI and were in favor of constructivist
learning theory. They believed that LCI could make learning engaging, enjoyable, challenging, and
relevant.
An and Reigeluth (2011):
Study Focus: Explored K–12 teachers' beliefs, perceptions, barriers, and support needs in the context of
creating technology-enhanced, learner-centered classrooms.
Participants: K–12 teachers.
Method: Online survey.
Findings: Most participants had positive perceptions of LCI, believed they were learner-centered teachers,
and agreed that LCI is challenging but rewarding.
An and Mindrila (2017):
Study Focus: Distinguished clusters of teachers based on their perceptions of LCI.
Method: Cluster analysis.
Findings: About 70% of the participants were assigned to the Average and High LCT (learner-centered
teachers) groups, which had positive perceptions of LCI.
Tawalbeh and AlAsmari (2015):
Study Focus: Examined university instructors' perceptions of LCI in the English as a Foreign Language
classroom.
Method: Adapted version of the questionnaire developed by An and Reigeluth (2011).
Findings: Participants had a positive attitude toward LCI and believed they were learner-centered
teachers.
Ha (2014):
Study Focus: Reported criticisms of learner-centered education from three university instructors in
English language and humanities classrooms.
Participants: Three university instructors.
Findings: Participants criticized learner-centered education, suggesting it was abused by "lazy professors"
who did not prepare for their classes and allowed unstructured student discussions.
Becker (2000):
Study Focus: Noted that teachers are more constructivist in philosophy than in actual practice.
An and Reigeluth (2011):
Findings: Reported that lack of knowledge about LCI and other barriers often prevent teachers from
creating learner-centered classrooms even though they have learner-centered beliefs.
Kaymakamoğlu (2018):
Study Focus: Explored EFL teachers' beliefs, perceived practice, and actual classroom practice in relation
to traditional (teacher-centered) and constructivist (learner-centered) teaching in Turkey.
Findings: Teachers expressed constructivist or both constructivist and traditional beliefs, but their
perceived practice was mostly traditional or teacher centered.

3. What are the benefits of the approach?

 The benefits of learner-centered instruction (LCI) include:
1. Increased Student Engagement: LCI makes learning more engaging and enjoyable by involving
students actively in the learning process. Activities like problem-based learning, project-based
learning, and inquiry-based learning keep students interested and motivated.

2. Improved Critical Thinking and Problem-Solving Skills: By emphasizing higher-order

thinking, decision-making, and real-world problem solving, LCI helps students develop essential
skills that are crucial for success in their future careers and everyday life.

3. Personalized Learning: LCI allows for personalized learning activities and support, catering to
the individual needs, interests, and learning styles of students. This personalization can lead to
better understanding and retention of knowledge.

4. Development of Self-Regulation: LCI promotes self-regulation by encouraging students to take

responsibility for their own learning. This helps students develop important skills like time
management, goal setting, and self-assessment.

5. Enhanced Social and Emotional Support: LCI provides social and emotional support by
fostering a positive classroom environment where students feel valued and supported. This can
lead to increased self-esteem and a greater sense of belonging.

6. Collaboration and Authentic Learning Experiences: LCI emphasizes collaborative learning

and authentic learning experiences, where students work together on meaningful tasks and
projects. This not only enhances learning but also helps students develop important teamwork and
communication skills.

7. Adaptability to Class Learning Needs: Teachers in learner-centered classrooms are more

flexible and adapt their teaching methods based on the needs and progress of their students,
leading to a more effective learning process.

8. Assessment for Learning: LCI uses diverse assessment methods that provide ongoing feedback,
helping students understand their progress and areas for improvement. This formative assessment
approach supports continuous learning and growth.

9. Encouragement of Personal Challenge and Responsibility: LCI encourages students to take on

personal challenges and develop a sense of responsibility for their learning. This promotes a
growth mindset and resilience.

10. Preparation for Lifelong Learning: By focusing on skills like critical thinking, problem-
solving, and self-regulation, LCI prepares students for lifelong learning, equipping them with the
tools they need to continuously learn and adapt throughout their lives.

4. What are specific content highlight in the literature?

 Historical Foundations of LCI:
 Reigeluth, Myers, and Lee (2017) identify early educational movements such as Dewey’s
progressive education, Montessori Education, and Carroll’s and Bloom’s mastery learning as
precursors to learner-centered education.
Characteristics of LCI:
 An (2012) highlights five key characteristics of LCI: personalized learning activities and support,
social and emotional support, self-regulation, collaborative and authentic learning experiences,
and assessment for learning.
 McCombs (2015) defines five domains of learner-centered practice: creating positive
relationships and learning climate, adapting to class learning needs, facilitating the learning
process, encouraging personal challenge and responsibility, and providing for individual and
social learning needs.
Educational Principles of LCI:
 Reigeluth, Myers, and Lee (2017) propose five foundational principles: attainment-based
instruction, task-based instruction, personalized instruction, changed roles, and changed
curriculum.
 McCombs (2008) notes that learner-centered practices vary widely across different schools and
classrooms.
Benefits of LCI:
 LCI meets the needs of a rapidly changing society and individual learners by focusing on real-
world skills such as higher-order thinking, problem solving, decision-making, and collaboration
(Bas & Beyhan, 2019; Bransford, Brown, & Cocking, 2000; McCombs & Whisler, 1997;
Reigeluth, 1994).
Teacher Beliefs and Perceptions:
 Yilmaz (2008) found that social studies teachers with substantial experience and advanced
degrees had positive attitudes towards LCI and supported constructivist learning theory.
 An and Reigeluth (2011) revealed that most K-12 teachers had positive perceptions of LCI and
considered themselves learner-centered teachers despite finding LCI challenging but rewarding.
 An and Mindrila (2017) conducted cluster analysis showing that about 70% of teachers had
positive perceptions of LCI.
University Instructors' Perceptions:
 Tawalbeh and AlAsmari (2015) found positive attitudes towards LCI among university
instructors in EFL classrooms.
 Ha (2014) reported criticisms from university instructors, noting that some viewed LCI as a
practice used by “lazy professors.”
 Gap Between Beliefs and Practice:
 Becker (2000) noted a discrepancy between teachers' constructivist philosophies and their actual
practices.
 An and Reigeluth (2011) pointed out that barriers such as lack of knowledge often prevent
teachers from implementing LCI effectively.
 Kaymakamoğlu (2018) found that EFL teachers in Turkey, despite holding constructivist beliefs,
largely practiced traditional or teacher-centered methods.
Barriers to Implementing LCI:
 Yilmaz (2008) identified organizational challenges such as large class sizes, lack of resources,
and time constraints.
 An and Reigeluth (2011) cited lack of technology, time, and assessment methods as significant
barriers.
 Schweisfurth (2011), through a meta-analysis, highlighted obstacles in developing countries,
including insufficient teacher training, practical constraints, curriculum inconsistencies, and
cultural issues.
 Robinson, Molenda, & Rezabek (2007); Sockman (2015) noted that some teachers are
uncomfortable with the facilitator role, viewing student independence as a threat to their identity.
5. How will you apply this approach to your classroom?
Applying a learner-centered approach in the classroom involves several practical strategies to
ensure that students' individual needs, interests, and learning styles are prioritized. Here’s how
you might implement this approach:
1. Personalized Learning Activities
 Assessment of Student Needs: Begin by assessing students’ prior knowledge, interests, and
learning styles through surveys, interviews, and diagnostic assessments.
 Differentiated Instruction: Use the assessment data to design differentiated instruction that
caters to the diverse needs of students. This might include varying the content, process, or
product of learning activities.
2. Creating a Positive Learning Environment
 Building Relationships: Foster a supportive classroom environment by building strong
relationships with students. Show genuine interest in their lives and provide consistent emotional
support.
 Classroom Culture: Establish a classroom culture that values respect, collaboration, and mutual
support. Set clear expectations and norms that promote a positive learning climate.
3. Active and Engaging Learning Experiences
 Inquiry-Based Learning: Encourage students to ask questions and explore topics that interest
them. Use inquiry-based learning to guide them through the process of researching and
discovering answers.
 Project-Based Learning: Design projects that require students to apply their knowledge to real-
world problems. Provide opportunities for them to work in groups and present their findings to
the class.
4. Fostering Self-Regulation
 Goal Setting: Help students set personal learning goals and develop action plans to achieve them.
Regularly review and adjust these goals as needed.
 Reflection: Incorporate regular reflection activities where students assess their own progress and
identify areas for improvement.
5. Collaboration and Authentic Learning
 Collaborative Activities: Implement group work and peer learning opportunities where students
can collaborate and learn from each other. Use tools like think-pair-share, group projects, and
peer reviews.
 Authentic Assessments: Design assessments that require students to demonstrate their learning
through real-world applications, such as presentations, portfolios, and performance tasks.
6. Utilizing Technology
 Technology Integration: Incorporate technology to enhance learning. Use educational apps,
online resources, and interactive tools to create engaging and personalized learning experiences.
 Flipped Classroom: Consider using a flipped classroom model where students watch
instructional videos or complete readings at home and engage in hands-on activities and
discussions in class.
7. Ongoing Assessment and Feedback
 Formative Assessments: Use formative assessments to monitor student progress and provide
timely feedback. Techniques can include quizzes, exit tickets, and informal observations.
 Student Involvement in Assessment: Involve students in the assessment process by having them
self-assess and peer-assess their work. Provide rubrics and exemplars to guide their evaluations.
8. Professional Development and Reflection
 Continuous Learning: Engage in ongoing professional development to stay current with best
practices in learner-centered education. Collaborate with colleagues to share strategies and
insights.
 Reflective Practice: Regularly reflect on your teaching practices and seek feedback from
students. Use this reflection to make continuous improvements to your approach.
Example Implementation Plan
1. Week 1-2: Assess students’ prior knowledge, interests, and learning styles. Build relationships
and establish a positive classroom culture.
2. Week 3-4: Introduce inquiry-based and project-based learning activities. Set up routines for goal
setting and reflection.
3. Ongoing: Incorporate collaborative activities and authentic assessments regularly. Integrate
technology where appropriate and provide ongoing formative assessments and feedback.
4. Monthly: Participate in professional development and reflect on teaching practices to make
necessary adjustments.