Learner-Centred Approach is a form of learning in which most of the processes involved in learning activities revolve around the learner. E.g. brainstorming session, critical thinking, research work, project undertakings, note-forming, evaluation (question-setting), etc.

1. AN EXCERPT FROM, GOING KINAESTHETIC
MODULES
BY ADEDAMOLA ADEDOKUN OLOFA
EDU-NORMS CONSULTING, NIGERIA
edunormsconsulting@gmail.com
+234 703 752 8764; 0805 605 3020
Edu-Norms Consulting
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2. Teacher-centred Learner-centred

3.  all the processes involved in learning activities
revolve around the teacher. E.g. brainstorming
session, critical thinking, research work, project
undertakings, note-forming, evaluation (question-
setting), etc.
 learners’ involvement in learning process is
minimal.
 learners’ involvement in learning process is
passive (i.e. inactive or sit-and-listen)
 Teacher is teacher
This is a form of learning in which:

4.  most of the processes involved in learning
activities revolves around the learner. E.g.
ruminating session, critical thinking, research
work, project undertakings, note-forming,
evaluation (question-setting), etc.
 learners’ involvement in learning process is
substantial.
 learners’ involvement in learning process is active
 Teacher is facilitator
This is a form of learning in which:

5. Teacher-Centred Approach Learner-Centred Approach
 Learning approach is auditory  Learning approach is visual
and/or kinaeasthetic
 ONLY auditory learner
personalities are carried along
[about 8% of the class]
 ALMOST all learner
personalities are carried along
[about 96% of the class]
 low learning productivity. i.e.
individual LP and class LP
 high learning productivity. i.e.
individual LP and class LP
 learning is passive  learning is fully active
 Attention span is violated,
leading to ADD
 Attention span does not apply,
ADD is overcome
vs

6. Teacher-Centred Approach Learner-Centred Approach
 monotony and boring learning
sessions
 interesting and challenging
learning sessions
 Learners tend to Low Order
Thinking Skills [LOTS] i.e.
Remembering, Understanding,
and Applying.
 Learners tend to High Order
Thinking Skills [HOTS] i.e.
Analyzing, Evaluating, and
Creating.
 Learning roosts at cognitive
domain
 Learning roosts at affective
and psychomotor domain
 Learning does not get beyond
knowledge
 Learning gets beyond
knowledge, unto skills

7. 1. Etymology of Kinaesthetic.
2. Why Kinaesthetic Learning Approach & Merits
3. The 3 Learner Personalities
4. The 3 Learning Approaches
5. The 3 Learning Performance Differentials
6. The 3 Learning Objectives
7. The 3 Learning Domains
8. Differentiated Learning: The Pros & Cons
9. Setting Objectives in Differentiated Learning
10. Kinaesthetic over Differentiated Learning.
11. Theory of Multiple Intelligences
12. Kinaesthetic over Theory of Multiple Intelligences.

8. 13. The Bloom Taxonomy
14. 27. Kinaesthetic Advantage in Bloom Taxonomy.
15. Bridging the Learning Differential Gaps with Kinaesthetic LA
16. K-Tools for Enhanced Learning.
17. Dale's Cone of Experience: Overview
18. Dale's Cone of Experience: Why Learners Forget Easily.
19. Dale's Cone of Experience: Collaborative Learning
20. Why Learning Aptitude Falls after Transition to Elementary?
21. Need of ICT for the 21st Century Teachers
22. Individualized Learning Methods
23. The 4 Selling Points of a 21st century School:
24. Running an Entrepreneurial School
25. The 3 Subject Orientations
ETC

9. EDU-NORMS CONSULTING
[+234] 0703 752 8764; 0805 605 3020;
CALL OR WRITE TO:
edunormsconsulting@gmail.com
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- Education Today with Adedamola
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