Reflection On Learner Centered Learning

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Introduction

Kessem (1992 cited in Yun Ho Shinn, 1997) defined teaching methods as teacher 's in the class to incorporate students in the topic, and requires that students appreciate learning works out, bestow likewise to various learners, and react to the learning foundation. The teacher moreover needs to work with students as a friend, make the learning place more pleasant, deal with his/her lesson masterminds, and effect students by using particular educating systems. The indicating goals must be acclimated to the necessities and premiums of learners, while demonstrating procedures should be accurately used to improve learning and make the theme significant. As showed by a couple studies, these frameworks have been seen to be out and out
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Rather than the teacher being the sole, faultless wellspring of data, then, the teacher offers control of the classroom and students are permitted to investigate, explore, and find all alone (Office of Faculty and Instructional Development).

Goals

In learner centered learning, students work to give a reaction to a focal question. Since students must deal with for themselves what they have to do and know so as to build up this reaction, learner centered methodologies will probably advance student responsibility for process and learning (Susan Pedersen, 2003 )

Principles Below here are the principles of learner centered methods:
• Student centered learning shifts the balance of classroom power from the teacher to student accordingly encouraging dynamic learning and engagement among peers.
• Student centered learning empowers basic thinking and is a way to create information as opposed to a gathering of actualities by expanding upon and testing earlier
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• Student centered learning utilizes viable appraisal to advance learning and advise future practice.
(Weimer, 2002)

Assumptions

Student-centered learning environments reflect several key assumptions about the nature of learning, the structure of the environment, and role of the learner (Hannafin & Land, 1997). Despite differences manifested in various student-centered designs, several core values and assumptions can be identified: (a) centrality of the learner in defining meaning; (b) scaffolded participation in authentic tasks and sociocultural practices; (c) importance of prior and everyday experiences in meaning construction; and (d) access to multiple perspectives, resources, and representations.
Student-centered learning environments reflect several key assumptions about the nature of learning, the structure of the environment, and role of the learner (Hannafin & Land, 1997). Despite differences manifested in various student-centered designs, several core values and assumptions can be identified: (a) centrality of the learner in defining meaning; (b) scaffolded participation in authentic tasks and sociocultural practices; (c) importance of prior and everyday experiences in meaning

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