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Educ 1 – Facilitating Learner – Centered Teaching
Dr Frederick W Gomez
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Abstract
Facilitating Learner-centered teaching is an approach to teaching that
increasingly encouraged in education. Learner-centered teachers do not
employ a single teaching method. It emphasizes variety of methods and
teaching models and modes that shifts the role of the teachers from givers of
information to facilitators in student learning. It’s the student do their part
and the teacher will only guide, direct and facilitate. The following caveat
are: 1) teachers’ techniques that focus on or account for learners’ needs,
styles, and goals; 2) teachers’ techniques give some control to students; 3)
School curricula include consultation of community counterpart and input
students, parents, teachers, administration and do not presuppose objectives
in advance; 4) teachers’ techniques allow student creativity, reinventiveness,
reengineering and innovativeness, and 5) teachers’ techniques enhance
student’s sense of competence, self-worth, belongingness and intellectual
ownership.
Lastly, “learner-centered teaching” focus on student learning. It gives
time, space and circumstances for students to learn the resource material of
learning based on their needs, interests, ability and their learning styles. And,
they deserve to be provided a conducive teaching, learning environment in
order to develop their own God-given richness.
Short title: Learner – Centered Teaching
Introduction
This course explores the fundamental principles, processes and practices anchored on
learner-centeredness and other education psychologist as these apply to facilitate various teachinglearning delivery modes to enhance teaching learning experiences. Thus, this course utilizes
appropriate various sociocultural and historical materials in explaining current issues. Organize
communities towards self-reliance and self-sufficiency. Demonstrate leadership skills that will
help in teaching or training students who will empower their communities. Integrate local and
global (glocal) perspectives in teaching learning principle of the common good. Employ the
principle of sustainable development in teaching and learning competences. Show scholarship in
research and further teaching learning. And lastly, Display the qualities of an innovative,
reinventive and reengineered teacher who has mastery of the subject matter. So that, the teaching
learning environment will become truly be the learner – centered environment.
l - LEARNER – CENTERED
Introducing Facilitating Learner-centered teaching
Learner-centered teaching is an approach to teaching encouraged in the trend of recent
education. Learner-centered teachers do not employ a single teaching model, modes and method.
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Educ 1 – Facilitating Learner – Centered Teaching
Dr Frederick W Gomez
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This approach emphasizes a variety of different types of models, modes and methods that shifts
the role of the teachers from givers of information to facilitators in student teaching learning
environment (Gutek, 2014). Traditionally, teachers focused on what they did, and not on what the
students are learning. This delivery model, modes and methods emphasizes on what teachers do
often leads to students who are passive and who did not take responsibility for their own learning.
Take the case of a teacher who is concern very much to finish his/her outline/syllabi on the
specified allotted time without looking the facilitated learning. Educators call this traditional
method, “teacher-centered teaching” (Kaput, 2018). The “learner-centered teaching” occurs when
teachers focus on student learning. Give time, space and circumstances for students to learn the
material based on their needs, interests, ability and their learning styles. A good teacher in the
learner – centered teaching is giving the full freedom of the learner to utilize his/her time and space
for learning. No pressure that can intimidate him/her in facilitating learning. He/she has the full
control, administration and supervision of his/her learning process.
Learner-centered teaching fundamentally change the thinking process of the teacher about
the curriculum planning and pedagogy (Anderson, 2016). The teacher designed a learning plan
after the pre-test done and identified preliminary topic to be delivered. The test given along the
process on the discourses and the post-test administered for verification on the authentic needs,
interests, potentiality, ability and the learning styles of the learners (Weimer, 2013). The focus is
harnessing the potential, skills, talents, ability and God’s given richness of the individual child as
a learner. And placing the child in a conducive learning environment as a home of mankind and a
beautiful place for them to live.
The teacher in the learner-centered teaching curriculum must consider the growth and
development of an individual on their process of growing (intellectual (mental), moral, spiritual,
and sociocultural development). Thus, the learning design or framework of study must be consider
as classified by Robert James Weter Havighurst sometimes on his 80’s on the following ages
before his death on his 90’s are: 1) Infancy – from birth to 2 years old; 2) early childhood – 3 to 5
years old; 3) middle and late childhood – 6 to 12 years old; 4) adolescence – 13 to 18 years old; 5)
early adulthood – 19 to 29 years old; 6) middle adulthood – 30 to 60 years old; and 7) late adulthood
– 61 years old and above. Although Havighurst consolidated 1 and 2 growing age-group as one
because the individual at these stages is not active and proactive to his/her lifespan.
As age-group varies learning style varies too. The learning environment on those age-group
matter on their learning accommodation or assimilation as scaffolded by the given teaching
learning environment. Different RRLS revealed that age-group significantly contributed the
learning style of the learner. Therefore, different teaching learning models, modes and methods
must be adopted to meet the teaching learning needs of the learner.
Teaching and Learning Facilities
Learner-centered teaching learning is an approach which students have control over the
learning process. Availability of teaching resource materials is indispensable. The learner-centered
approach, teachers function as facilitators of learning rather than a teacher (Albert, 2015). In this
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way, teachers do less talking (7-15 minutes only); students do more exploring and discovering.
The roles of the teacher in the learner-centered approach are to design the course such that it creates
a climate of research, explore and discover for an optimum learning; model to the appropriate
expected behavior for the students; encourage them to learn with each other (cooperative and
collaborative); and provide more feedback throughout the process (return the activity output)
(ASCD, 2019).
Learner – centered teaching forces students to play an active role in their education. In
other disciplines, the learner-centered approach promoted more in-depth learning and facilitated
students’ development into independent learners. The herding or mushrooming of multimedia
infrastructure increases Generation Z/iGeneration/Boomlets born in year 2001 and take seven (7)
minutes to consume for talking / communicating and beyond are fragments (Marketing
Teacher.com, 2019). The facility that this generation are using is personal computer, laptop,
netbook, iPad, cellphone and relative materials which facilitate on texting, imaging, audio, video,
and animated graphics. These are utilized on virtual and intellectual migration. Teleconferencing,
virtual video conferencing and relative superhighway multimedia medium are the modern teaching
learning facilities.
The teaching learning facilities in a learner-centered teaching school is a self-directed and
self-assessed facility. Meaning, during their foundation of the school they are aware the needed
facilities needed in order to meet the institutional Vision, Mission and Goals (VMGs). Thus, the
institution was guided and directed their curriculum in meeting the needs of the community
partners or counterpart (Coalition for Community Schools, 2017). Thus, facilitating to the
following: 1) techniques focus on learners’ needs, styles, and goals; 2) techniques that give some
control to the students; 3) curricula that include the consultation of the community counterpart and
input of alumni, students, parents, teachers, administration and that do not presuppose objectives
in advance; 4) techniques that allow student creativity, reinventing, reengineering and innovation,
and 5) techniques that enhance a student’s sense of competence, self-worth, belongingness and
ownership.
ll. MANDATES/LEGAL BASES
(https://www. youtube.com / watch?v=IGLJWAQn1CU; https://www. Marketing teacher.com / the-six-living-generations-inamerica/; PDF, CMO-24-s-2017.pdf – CHED https://ched.gov.ph › wp-content › uploads › 2017/10 › CMO-24-s-2017; https://www.
deped.gov.ph › uploads › 2017/08 › DO_s2017_042-1; https://ched.gov.ph; hrlibrary.umn.edu › research › Philippines
In facilitating learner-centered teaching anchored on the Philippine Education trust that
“no one is left behind.” Thus, the 1987 Philippine Constitution provides, “First, to educate the
youth to become active and productive members of the society. Second, it seeks to meet and match
industry demand with a competent and globally competitive workforce. To wit:
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“The state (government) shall promote a just and dynamic social order that
will ensure the prosperity and independence of the nation and free the people
from poverty through policies that provide adequate social services, promote
full employment, a rising standard of living, and an improved quality of life
for all.” (art 2:9)
Thus, the overall societal goal is the attainment of inclusive growth and sustainable
development while the higher education sub-sector goals are: the formation of high-level human
resource, and generation, adaptation, and transfer of knowledge and technology for national
development and global competitiveness as the 1987 Philippine Constitution provides:
“….. promote social justice in all phases of national development (2:10)…...
recognizes the vital role of the youth in nation-building and shall promote
and protect their physical, moral, spiritual, intellectual, and social wellbeing. It shall inculcate in the youth patriotism and nationalism, and
encourage their involvement in public and civil affairs.” (2:13)
So, the 1987 Philippine constitution simply reiterated the natural development of the child
as an important member of the society. Thus, the physical, moral, spiritual, intellectual, and social
well-being of the child are protected by the state (government). It started within the “circle” of the
family (art 15:1-4) and supported by the government. Thus, the state to wit:
“...give priority to education, science and technology, arts, culture, and
sports to foster patriotism and nationalism, accelerate social progress, and
promote total human liberation and development” (2:17). This happens
based on the belief that the inculcation and instilling on the value system of
an individual during the teaching learning process started within the family.
This policy of the state mentioned above other provisions of the 1987 Philippine
constitution supports on the Philippine National Goals of the Philippine Education as cited in
article 14:1-5cf where the Commission on Higher Education Memorandum Orders, Association
of Local Colleges and Universities and other allied institution that administer, supervise and
manage the quality assurance control of the Philippine Education citing a few for the interest of
the individual child as a learner in the lower and higher education.
Thus, CMO No. 80, Series of 2017 – Policies, Standards and .... using a learner-centered
outcome-based approach ...facilitating learning using a wide range of teaching- the New General
Education Curriculum per CMO No. 20, series of 2013, mandating DepEd and CHED to use
technology in facilitating language learning and teaching. Thus, conduit to the effort of DepEd and
CHED the two governments entity provided that:
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“Demonstrate a variety of thinking skills in planning, monitoring, assessing,
and reporting learning processes and outcomes. Practice professional and
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Educ 1 – Facilitating Learner – Centered Teaching
Dr Frederick W Gomez
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ethical teaching standards sensitive to the changing local, national, and
global realities” that the child would benefit.”
Thus, facilitating learner-centered teaching CMO-24-s-2017 provides using a learnercentered/outcomes-based approach on CHED that determined appropriate ...purpose. The HEIs
can use CHED Implementing Handbook for .... facilitating “language learning in diverse social,
cultural academic diversity. Thus, diverse leaner-based curriculum can be measured
DO_s2017_042-1 using the National Competency – Based Teacher Standard (NCBTS) was
institutionalized through CHED. Likewise, CHED-DepED strategic plan for 2011 – 2016 supports
the said standardization process.
Lastly, the direction of the constitutional legal bases is the training of the individual learner
as nationalistic which has a feeling of one's country superior to another in all respects, and has the
value on patriotic feeling of admiration of a way of life as a filipino people having the common
identity in diversity. Thus, having the child learner/learner-centered teaching civic and vocational
development and efficiency would redirect the Filipino political, sociocultural, religious and
economic journey towards self-reliant and self-sufficiency. Thus, the individual learner as a
member of the society he/she has given the full opportunity to develop himself/herself in all phases
of national development.
lll - LEARNER – CENTERED PSYCHOLOGIST AND THEORIST
( https:// www .simplypsychology.org › Erik-Erikson; https://www.simplypsychology.org Sigmund-Freud; https://www.britannica.
com › biography › Sigmund-Freud; https://www.simply psychology .org › piaget; https://courses.lumenlearning.com › chapter ›
kohlbergs-stages-of-moral-de...; https://www.learning-theories.com › vygotskys-social-learning-theory; https://www. Psychology
noteshq.com › bronfenbrenner-ecological-theory; https://www.learning-theories.com › social-learning-theory-bandura; www.
edugyan .in › 2017/03 › edward-lee-thorndike-theory-of-learning; https://www.simplypsychology.org › wundt; https://study.com ›
academy › lesson › john-watson-and-behaviorism-theo.; https://www.simplypsychology.org › pavlov.)
A learner – centered psychologist and theorist focuses their discourses on the needs of the
learner in the teaching learning environment. Without doubt, one of the most consistent followers
of Rousseau’s ideas of naturalism in education was Friedrich Wilhelm August Froebel. He
believed firmly that the nature of the child was good and that it should be allowed to grow
naturally, education for him was a process of permitting and making possible this natural growth
of the child. He called his school the Kindergarten, the garden of the children. For him the school
was to be operated as one might operate a garden. The teacher should permit and help the children
to grow, just as the gardener helps the flowers to grow.
However, Friedrich Wilhelm August Froebel went further than Rousseau did, in that he
attempted to take into account the fact that the child is not merely an individual, but is also a
member of a group. He would not shield the child from the society, but would help him to adjust
himself to society in such a way that his social and individual experiences would both be helpful
in the development of the complete personality.
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Fundamental principles: Physiological (bodily anatomy), Cognitive (mind/intelligence),
Affective (the heart/feeling and emotion) & Psychomotor (the movement of its different part of
the body) are the motor skills, talents, potentiality and ability of the child as God given richness
that need to be explored, harnessed and discovered.
The different psychologist and theorist look at the learner physiologically as a living
organism. It has life and deserves to be respected and protected. Thus, the advocate of cognito mind; the learner acquires knowledge through experience through sensory input. And thereby,
subject to “progress, growth and development.” When a person uses cognition to integrate various
inputs to create and understanding, it's called as cognitive thinking. Cognitive develops skills are
used to comprehend, processing, remembering and applying incoming information.
Thus, a child as an individual person has an emotions or moods, disorders are expected and
characterized by mood swings. It can be tricky to remember the difference between effective
and affective (but easier than distinguishing between effect and affect). It refers to all of the
cognitive processes associated with physical movement (physiological). Thus, learning underlies
the development and persistence of patterns of motor activity that are guided by environmental
signals. Feeling such as happiness, love, fear, anger, or hatred, which can be caused by the situation
that an individual experience. Emotion is part of a person's character that consists of their feelings,
as opposed to their thoughts. Race and ethnicity, religion, gender, social class, family traditions,
peer groups, and age are some of the subgroups that may influence someone's behavior. The
context of culture makes a difference on how an individual view the behavior according to the
hereditary and environmental factors which the sociocultural perspective interplay.
All of these input-thru-put-output processing are product of the environmental and
hereditary factors that signals progress, growth and development. “Progress” is “a movement
towards a goal” and defines two things – forward movement and upward directionality. The linear
pattern denotes steady improvement. On the other hand, development also indicates movement
and growth... progress is a part of development.
Prominent Educational Psychologist & their Theories
To mention a few Sigmund Nathanson Freud (3 component of Personality, 5
Psychosexual stage of dev & id, the ego, the superego, psychosexual development, and the death
instincts.); Erik Homburger Erikson (8 stages of Psychosocial dev.) Jean Jackson Piaget (4
stages of Cognitive Dev); Lawrence Albrecht Kohlberg (3 stages & 6 substances on Moral
Development); Lev Semyonovich Vygotsky (Sociocultural, Zone Proximal Dev & guided
practice); Urie Kamenetski Brofenbrenner (Bio-ecological system); John Mostyn Bowlby
(developing attachment theory on child care and parenting); Harry Rock Harlow (contact &
comfort-surrogate); Raymond Field Cattell (factor analysis and multivariate analysis-16factor-
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model of personality); Clark Leonard Hull (drive-reduction theory – rigorous scientific method);
Ivan Uspenskaya Pavlov (classical conditioning); John Broadus Watson (Behaviorism); Wilhelm
Frederike Wundt (structuralism & consciousness); Hermann Goldstein Ebbinghaus (learning &
forgetting); Edward Bradford Titchener (structuralism – breaking down human consciousness
into the smallest possible elements); Albert Bandura (Social Learning theory-Attention-RetentionReproduction-Motivation); Edward Lee Thorndike (Law on effect – pleasant consequences is
likely to be repeated, and any behavior followed by unpleasant consequences is likely to be
stopped). Lastly, Robert James Weter Havighurst emphasized that learning is basic and that it
continues throughout life span. Growth and Development occurs in six stages. Developmental
Tasks of Infancy and Early Childhood: 1. ... Forming concepts and learning language to describe
social and physical reality.
Learner-centered advocates and advocacies
It is necessary to go back the yesteryears of the learner and his/her teaching learning
environment so we could draw an objective “paradigm shift” on the present educative processing.
There are many explored education models, modes and methods that turn back the “No” classroom
and “virtual” learning facilities. Distant education and the mobile school/classroom facilitated by
the one-on-one teaching learning audience.
The first one who advocated the learner – centered teaching are the Sophists who are
known to be a strolling teacher who taught for a fee, held that an individual so trained could rise
to high places in the life of the Athenian and could lead the people. The Sophist such as
Protagoras, Gorgias, Antiphon, Prodicus, and Thrasymachus (believed that to be train in order
to take care of himself); Plato (the individual must be trained by the state) Aristotle (training of
good citizen is a state concern) Marcus Fabius Quintilianus – Quintilian (society revolved around
language, morals and education) Peter Abelard (language itself cannot determine the reality of
things, but that physics must do so) Martin Luther (urges everyone must know how to read his
bible and understands here own), Francis Bacon (accumulated knowledge of society, to the
young).
Likewise, Thomas Hobbes (the child should be trained in order to serve the state better),
John Amos Comenius (the child starts from general and undefined manner and he follow the
method of nature and let him observe, and thereby lead him to understand of things about him)
John Keene Locke (education as a process of learning through experience with this outside world
and working towards the realization of happiness. His ideal was a sound mind in a sound body),
Jean Jacques Rousseau (he identifies himself in the society through the SOCIAL CONTRACT),
Johann Heinrich Pestalozzi (education should be a matter of building citizens according to a
socially accepted and determined pattern and following the inner pattern of the child) Johann
Friedrich Herbart (the teacher determines the impression the child receives), Wilhelm August
Froebel (he founded the school of kindergarten , the garden of children. For him the school was
operated like a garden. The teacher should permit and help the children to grow, just as the
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gardener helps the flowers to grow) John Rich Dewey (the center of education should be the
individual child. Thus, this would lead to the child-centered school.
Sigmund Nathanson Freud (3 component of Personality, 5 Psychosexual stage of dev
& id, the ego, the superego, psychosexual development, and the death instincts.); Erik
Abrahamsen Erikson (8 stages of Psychosocial dev.) Jean Jackson Piaget (4 stages of Cognitive
Dev); Lawrence Albrecht Kohlberg (3 stages & 6 substances on Moral Development); Lev
Moiseevna Vygotsky (Sociocultural, Zone Proximal Dev & guided practice); Urie Kamenetski
Brofenbrenner (Bio-ecological system); John Mostyn Bowlby (developing attachment theory on
child care and parenting); Harry Rock Harlow (contact & comfort-surrogate); Raymond Field
Cattell (factor analysis and multivariate analysis-16factor-model of personality); Clark Leonard
Hull (drive-reduction theory – rigorous scientific method); Ivan Uspenskaya Pavlov (classical
conditioning); John Broadus Watson (Behavior); Wilhelm Wundt (structuralism &
consciousness); Hermann Ebbinghaus (learning & forgetting); Edward Bradford Titchener
(structuralism-breaking down human consciousness into the smallest possible elements).
Various teaching-learning delivery models, modes & methods
Centered on the learning style of the child: David Kolb theory of learning style - 1.
Concrete Experience - (a new experience or situation is encountered, or a reinterpretation of
existing experience). 2. Reflective Observation of the New Experience - (of particular importance
are any inconsistencies between experience and understanding). 3. Abstract Conceptualization
(reflection gives rise to a new idea, or a modification of an existing abstract concept. The person
has learned from their experience). 4. Active Experimentation (the learner applies their idea(s) to
the world around them to see what happens). To mention some delivery modes are: 1) cooperative;
2) presentations; 3) panel/expert; 4) KWL – know & learn-pictorial-numerical-problem solving;
5) brainstorming; 6) created media-video-power point-film showing-Net scaping; 7) discussion;
8) small group; 9)case study; 10) jigsaw -n giving different task; 11) learning center – drawing,
collage making-; 12) experiments; 13) role playing-casting; 14) simulation; 15) laboratory; 16)
workshop-survey; 17) demonstration; 18) index carding; 19) inquiry based; 20) mental models;
21) project; 22) problem; 23) discovery; 24) Question & Answer; 25) social media (YouTube;
Twitter; Facebook; Link-In; WhatsApp; WeChat; QZone; Tumblr; Instagram; google; 26)
games; 27) competitions; 28) debate; 29) panel discussion; 30) buzzing (6-6-6 discussion);
31)Computer Aided Instruction (CAI); 32) Mobile Blended Learning; 33) Interactive Learning
System; 34) Journal Notes Making; 35) Portfolio Construction; 36) Big – Book Construction;
37) Piggy Bank Banking; 38) Ethnographic Notes Construction; 39) Story Telling; 40)
Multimedia: surfing; downloading; uploading; teleconferencing; 41) face-to-face; 42)
Problems-solving Based; 43) Student -Led or Peer Learning; and etc..
The mentioned models, modes and methods are only few of the many approaches.
However, to understand what a Models is? (one preferred model by the team/group for presentation
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– Learner – centered Teaching modes) – is a physical representation that shows what it looks like
or how it works (Darsih, 2018). It can be also done smaller than the object it represents as replica
or miniature. ... A model also applied in a system or process as theoretical description that can
help understand how the system or process works, or how it might work (Darling-Hammond,
2017).
It is also an actual demonstration advisable so as to have the outcomes-based teaching
learning activity. In a student-centered learning environment, students are encouraged to learn
independently, with the appropriate guidance from the teacher as it becomes necessary (Ford et
al., 2014). We adopt teaching methodologies that provide our students with opportunities to do
independent work, either alone or in a group. The desire to learn much more than what the teacher
presents in class drives the students to read, to do research, and to discuss on their own.
Collaboration is a prime feature of a student-centered learning environment (Friedlaender et al.,
2014). Students share information, help each other out and provide support for each other’s
learning. While students are driven to learn independently, they also enjoy working with
classmates because they actually see for themselves that many heads are better than one (Januszka
et.al., 2015).
lV - LEARNER – CENTERED MODELS/MODES/METHODS
Steps, processes and practices (Nair, 2014). (the team should come-up the most preferred
steps, process & practices which is more convenient & easier to learn by the students). 1) Create
the ongoing project; 2) integrate technology; 3) Replace homework with engaging in-class
activities; 4) Eliminate rules and consequences; 5) Involve students in evaluation. A studentcentered learning environment allows students and teachers to engage in genuine exchanges of
ideas. We use instructional methods that encourage student involvement, avoiding an excessive
use of classroom lectures that are not interspersed nor followed by dialogue and group discussion
(Pane et al., 2015). We invite our students to ask meaningful questions, to assemble, select, and
organize data, and to interpret and apply these important problems in their fields of knowledge.
We actively listen to them and help them acquire the confidence to argue, challenge, and eventually
prove and defend their ideas (Vander, 2015). We also build enough confidence in our own selves
so as not to feel vulnerable or defensive when students raise questions in our classes. We are not
afraid to admit what we do not know. Without feeling threatened, we allow our students to offer
conflicting ideas, disprove our claims, and offer alternative perspectives (Williams, 2017). We are
mature enough to recognize that such acts are signs of critical and analytical skills being exercised.
They are not necessarily willful acts of disrespect (Wolfe et al., 2013). In this end, teachers must
equip himself/herself the arsenal of “knowledge” as weapon to facilitate effective teaching
learning experiences. Create a friendly, just and mutual teaching learning environment by inviting
the atmosphere of “camaraderie” that there is no authority, claim for superiority and act of
professionalism must be upholding all the time.
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CONCLUSIONS
The fundamental assumption of learner-centered teaching is that learning should have
meaning to the child. Related terms like 'relevance', 'importance', 'significance' recur in the RRLS.
The point of educational activity is to enable the child to grasp the meaning of what he/she is
attempting to learn. Unless the child understands what, he/she learns, it remains a meaningless
formula, a collection of inert ideas, a rote skill having no application outside the classroom
situation in which it was learned (Jorgensen, 2015). This is to say that education should be childcentered in that the learner comes to possess what he knows. His/her learning becomes a
disposition to feel, act and behave in a certain kind of way (Lopez, 2014). In this end, developing
and training the individual learner to be the owner of their intellectual gains.
The learner has the personal knowledge. And having learning as a personal possession
entails that the learner must know how to do something with his “knowledge,” though its practical
value need not be merely instrumental in the sense of having social or economic value (Murris et
al., 2016). The utilization of “knowledge” will often occur in subsequent learning situations within
the school itself, and the competences acquired by the child will often be the “skilled use” of
concepts, facts and principles as well as the mastery of motor, affective and cognitive skills (Pane
et al., 2017).
Knowing how to use conceptualize and apply principles in activities which are primarily
theoretical is of no less importance than “acquiring skills” in a practical affair (Shultz et al., 2016).
But whether our concern is with learning how to perform motor, affective and cognitive, diagnostic
or theoretical skills, the tacit element at the heart of all skills requires that the learner should
practice them for himself. He/she cannot enter into possession of a skill merely by being told what
to do.
For this reason, we concluded that learning by doing is essential to the acquisition of tacit
“knowledge.” Acknowledging the multiple intelligences of the learner is also one way of
recognizing the “individual differences.” Therefore, in the learner-centered teaching teacher must
adopt the variety of teaching models, modes and methods during the facilitation of learning.
Learner as unique individual having a unique personality and unique learning environment, teacher
therefore must find means and ways to allow the God-given richness to come-out in an open
through the “gift” of the teacher as a person, as a teacher and as a professional.
REFERENCES
Books
Albert Shanker Institute (2015). The State of Teacher Diversity in American Education.
Washington, DC: Author
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Anderson, Mike (2016). Learning to Choose, Choosing to Learn: The Key to Student Motivation
and Achievement. Alexandria, VA. ASCD.
Coalition for Community Schools (2017). What is a Community School? Washington, DC:
Institute for Educational Leadership.
Darling-Hammond, Linda (2017). Developing and Measuring Higher Order Skills: Models for
State Performance Assessment Systems. Learning Policy Institute.
Gutek, G. (2014). Philosophical, ideological, and theoretical perspectives on education. (2nd Ed.).
New York: Pearson.
Kaput, Krista (2018). Evidence for Student-learning Learning. Minnesota: Education Evolving
Pub Inc.
Weimer, M. (2013). Learner-centered teaching. San Francisco: Jossey-Bass
Journals
Darsih, Endang (January, 2018). Indonesian EFL Journal, Vol. 4(1).
Ford, B.A., Stuart, D.H., & Vakil, S. (2014). Culturally responsive teaching in the 21 st century
inclusive classroom. The Journal of the International Association of Special Education,
15(2), 56-62.
Friedlaender, Diane, Burns, Dion, Lewis-Charp, Heather, Cook-Harvey, Channa M., DarlingHammond, Linda (2014). Student-Centered Schools: Closing the Opportunity Gap. Stanford, CA:
Stanford Center for Opportunity policy in Education
Januszka, D. & Vincent, K. (2015). Closing circles: 50 activities for ending the day in a positive
way. Massachusetts: Center for Responsive Schools, Inc.
Jorgensen, C.G. (2015). Discovering a route to revitalize the foundations of education: Reflective
thinking from theory to practice. The Journal of Educational Foundations, 28(1-4), 121133.
Lopez, M. Elena, and Caspe, Margaret (2014). Family Engagement in Anywhere, Anytime
Learning. Cambridge, MA: Family Involvement Network of Educators Newsletter.
Murris, K.S. & Thompson, R. (2016). Drawings as imaginative expressions of philosophical
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