LEARNER-CENTERED INSTRUCTION

LEARNER-CENTERED INSTRUCTION

A Paper

Present to fulfill the requirement

Of the task of TEFL Methodology ll

STATE ISLAMIC COLLEGE (STAIN)

OF JURAI SIWO METRO

1433 H/2012 M

TABLE OF CONTENTS

COVER..................................................................................................................... i

TABLE OF CONTENTS........................................................................................... ii

CHAPTER 1               INTODUCTION............................................................. ....... 1

CHAPTER 11             DISCUSION................................................................... ....... 2

A.     Bacground............................................................... ....... 2

B.     Learner-centered intruction..................................... ....... 2

C.     Why Learner centered..................................................... 3

D.     Learned centered vs teacher centered instruction............ 4

CHAPTER lll         CONCLUTION..................................................................     5

REFERENCES.......................................................................................................... 6

  

CHAPTER I

INTRODUCTION

In this opportunity , we will disscus about learned centered instruction. Learner-centered instruction by Babylons is a teaching methodology that emphasizes the importance of understanding and catering to the students' needs, interests, and abilities. The rationale behind the methodology is that students will be more engaged and enthusiastic about the curriculum if it is adjusted to their preferences.

Based on Oxford dictionary:

Learner is knowledge gained by study,or a person who is finding out about a subject or how to do something.

Centered is middle point or part of something,building or place for a particular activity.

Instructions is destailed information on how to do or use something               

Learner-centered instruction encourages students to take responsibility for their own language skill development and helps them obtain confidence in their ability to learn and use the language. Teachers will support students by devoting some class time to non-traditional activities, including teaching learners how to use learning strategies (see Motivating Students), how to use available tools and resources, and how to reflect on their own learning (see Assessing Learning).

Learner-centered instruction requires students taking a more active role in the learning process. It’s based on the premise that “learners will better understand, acquire, and retain knowledge when they are given opportunities to manipulate and build on their own experiences.”

CHAPTER II

DISCUSSION

A.    Background

The concept of learner-centered instruction has been around a long time. Back in my former days as an ESL instructor it always seemed to be the natural thing to strive for, to engage students in ways of actively using the language with the goal of more effectively internalizing the target language skills. Lecture was a rare format, used mainly to help prepare the students for future academic classes.

But beyond creating engaging learner centered activities, what else is entailed in learner centered instruction? What are the roots? Perhaps of most interest to instructors, what are some resources to tap into to explore current teaching strategies that revolve around learner-centered instruction?

B.        Learned-Centered instruction

This term applies to curricula as well as to specific techniques. Learned centered instruction includes.

·         Techniques that focus on account for learners needs styles and goal.

·         Techniques that give some control to the student (group work or strategy training, for example)

·         Curricula that include the consultation and input of student and that do not presuppose objectives in advance.

·         Techniques that allow for student creativity and innovation.

·         Techniques than enhance a student’s sense of competence and self worth.

Because Language teaching is a domain that so often presupposes classrooms where students have very little language proficiency with which to negotiate with the teacher, some teachers shy away from the notion of giving learners the “power” associated with a learned-centered approach. Such restraint is not necessary because, even in beginning level classes, teachers can offer student certain choices.  All of these efforts help to give student a sense of  “ownership” of their learning and thereby add to their intrinsic motivation.

And than learner-centered instruction by Greg Kaminski is  With learner centered instruction, students are kept at the center of the learning process, and they share more of the responsibility as the instructor helps to create an environment in which the students can make connections. The balance of power shifts somewhat as the instructor role moves from the expert delivering the content toward facilitation of the student learning process. What does this really mean, and how much of a shift would you be comfortable with? For example, how would you feel about letting students have input into the course syllabus, topics of discussion during class time, which assignments students will complete, and deadlines for those assignments?

C.  Why Learner-Centered?

Each teacher has his or her own teaching philosophy. Some teachers have eclectic teaching philosophies to enable them to choose the best features of major pedagogic systems of beliefs. The individual and unique teaching philosophy guides the teacher through various decision-making tasks inside the classroom. But whichever philosophy is upheld by the teacher, it should respond to the needs of the students. And today, when students are no longer viewed as “tabula rasa,” that teaching philosophy should be learner-centered. But what are the characteristics of a learner-centered instruction in the classroom?

D.    Learner-centered VS teacher-centered instruction

The best way to describe a learner-centered classroom instruction is to compare and contrast it with its opposite, the teacher-centered instruction. Here are 2 ways that the learner-centered instruction differs from the teacher-centered one.

1. Knowledge direction – The two paradigms of classroom instruction, teacher-centered and learner-centered, differ significantly in knowledge direction.

With these questions in mind, I’ve compiled a set of resources that provide background information along with strategies for those who would like to move toward a more learner centered approach.

Source of knowledge – In the teacher-centered classroom instruction, knowledge primarily comes from the teacher. The teacher is the major source of information. On the other hand, in the learner-centered paradigm, knowledge is the combined efforts of the teacher and the students. Under the guidance of the teacher, the students synthesize the gathered information using problem solving, critical thinking, and inquiry skills.

· Acquisition of knowledge – In the teacher-centered paradigm, teaching strategies is usually that of the lecture or exposition type. This paradigm places much emphasis on the faster pace and greater bulk of knowledge transmitted from teacher to student. But in the learner-centered classroom instruction, greater emphasis is given on the meaningfulness of knowledge. Students acquire knowledge to address real-life issues and problems.

· Receipt of knowledge – In the teacher-centered classroom, students receive knowledge passively, while in the learner-centered classroom, the students are actively involved in seeking out knowledge.

2. Assessment approach – The fundamental purpose of conducting assessment in a teacher-centered classroom is similar to that of the learner-centered one. The fundamental purpose is to increase the effectiveness of instruction in the classroom. However, the approaches to conducting assessments are different in these two paradigms.

· Assessment tools – Since the teacher is the primary source of knowledge in a teacher-centered instruction, there are only two kinds of answers – the right and the wrong. Thus, the tools used for assessment are those that clearly delineate the right answer from the other answers. On the other hand, in the learner-centered classroom, the importance of right answers is overshadowed by the importance of creating better questions. Thus, assessment tools vary to embrace the multiple facets of learning. Besides paper tests, there will be portfolios, performance tests, and others.

· Assessment functions – In a teacher-centered paradigm, the instruction follows a distinct step by step procedure. Once the subject is taught, assessment follows. The results of the tests are recorded and the function of the assessment was to monitor the academic progress of the students. But in the learner-centered paradigm, assessment is intertwined with classroom instruction. The results of a test are used to discover learning difficulties. The functions of the assessment are to diagnose learning problems and to encourage better learning.

CHAPTER III

CONCLUTION

Language teaching is a domain that so often presupposes classrooms where students have very little language proficiency with which to negotiate with the teacher, some teachers shy away from the notion of giving learners the “power” associated with a learned-centered approach. Such restraint is not necessary because, even in beginning level classes, teachers can offer student certain choices.  All of these efforts help to give student a sense of  “ownership” of their learning and thereby add to their intrinsic motivation.

REFERENCES

Douglas brown.Lognman.Teaching by Principples an interactive Approach to language pedagogy.1994.

http/www/learned centered teaching by Maryellen Weimer.com