The document discusses the learning-centered approach to course design. It explains that the learning-centered approach considers the learner's needs, skills, attitudes and learning situation at every stage of design. This includes analyzing both the target situation where skills will be used and the current learning situation. The learning-centered process is dynamic and negotiates between these factors when writing syllabus, materials, and evaluations. It implies course design is negotiated between situations and changes over time with feedback.

1. University of the Immaculate Conception
Fr. Selga St.,Davao City
Graduate School
English For Specific Purposes
Dr. Teresita Adriano
Presented by: Larcyneil P. Pascual
February 19, 2011

4. Review

7. LEARNING-CENTERED APPROACH
LEARNER-CENTERED LEARNING-CENTERED
APPROACH APPROACH
•It is based on the principle that •It is seen as a process in which the
learning is totally determined by the learner use what knowledge or skills
learner even though Teachers can they have to make sense of the flow of
influence what is taught new information.
•It is an internal process, which is
•The learner is one factor to consider crucially dependent upon the
in the learning process, but not the knowledge the learner already have
only one. and their ability an motivation to use
it.
•It is a process of negotiation between
individuals and the society. Society
sets the target and the individuals
must do their best to get as close to
that target as is possible.

8. WHY LEARNING-CENTERED APPROACH?

11. A learning-centred approach says: ‘we must look beyond the
competence that enables students to perform, because what we really
want to discover is not the competence itself, but how student acquires
that competence.’
Identify target situation
A lg- centred approach considers
the learner to here.
Analyse target situation
Analyse learning situation A skills- centred approach
considers the learner to here.
Write syllabus
Write materials
Teach materials
Evaluate learner achievements
A learning- centred approach must
consider the learner at every stage

15. Target situation analysis vs.
analysis of learning needs
• Target situation analysis • Analysis of learning
Why is the language needed? needs
Why are the Ls taking the course? (e.g.
(e.g., for study, work) their attitudes)
How will the language be used? How do the Ls learn (what methodology
(speaking on the phone) will appeal to them?)
What will the content areas be? What resources are available? (materials,
(e.g., medicine) trained ESP teachers?
Who will the Ls use the language with? Who are the Ls? (age, nationality, subject
(native/non-native speakers, knowledge)
customers/colleagues) Where will the ESP course take place?
Where will the language be used? (classroom features)
(meetings abroad) When will the ESP course take place?
When will the language be used? (every day/once a week)
(concurrently with ESP
course/afterwards; frequently)
15

17. The learning-centred course design process is shown in this diagram:
Identify
learners
Theoretical Analyse learning Analyse target Theoretical
views of learning situation situation view of lg
Identify attitudes/ Identify skills and
wants/ potential of knowledge needed
learners to function in the
target situation
dentify needs/
potential/ constraints
of learning/ teaching
situation
Write syllabus/ materials to exploit
the potential of the learning
Evaluation situation in the acquisition of the Evaluation
skills and knowledge required by
the target situation.

18. This approach has 2 implications:
1. Course design is a negotiated process. The ESP learning situation and the
target situation will both influence the nature of the syllabus, materials,
methodology and evaluation procedures.
2. Course design is a dynamic process. It doesn’t move in a linear fashion. Needs
and resources vary with time. The course design, therefore, needs to have
built-in feedback channels to enable the course to respond to developments.
If we took a learning-centred approach, we would need to ask further questions and
consider other factors, before determining the content and methodology of the
course:
1. What skills are necessary to be taught?
2. What are the implications for methodology of having a mono-skill focus?
3. How will the students react to doing tasks involving other skills?
4. Do the resources in the classroom allow the use of other skills?
5. How will the learners react to discussing things in the mother tongue?
6. How will the students’ attitudes vary through the course? Will thy feel motivated?
7. How do students feel about reading as an activity?
The important point is that these questions must be asked and the
results allowed to influence the course design.

19. EXAMPLE

20. If we took a learning-centered approach, we
would need to ask further questions and consider
other factors, before determining the content and
methodology of the course

21. If we took a learning-centered approach, we
would need to ask further questions and consider
other factors, before determining the content and
methodology of the course

22. If we took a learning-centered approach, we
would need to ask further questions and consider
other factors, before determining the content and
methodology of the course.

23. If we took a learning-centered approach, we
would need to ask further questions and consider
other factors, before determining the content and
methodology of the course

24. If we took a learning-centered approach, we
would need to ask further questions and consider
other factors, before determining the content and
methodology of the course

25. If we took a learning-centered approach, we
would need to ask further questions and consider
other factors, before determining the content and
methodology of the course

28. CONCLUSION

30. A learning-centered syllabus
requires that you shift from what
you, the instructor, are going to cover in
your course to a concern for what
information and tools you can provide for
your students to promote learning and
intellectual development" (Diamond, p. xi).