The document discusses the shift from traditional teacher-centered classrooms to student-centered learning environments where teachers share decision-making power with students. It emphasizes the importance of consulting learners, allowing them to choose topics and assessments, and facilitating their individual understanding through tailored learning activities. The role of the teacher evolves into that of a facilitator, promoting self-directed learning and accurate self-assessment among students to foster independent, autonomous learners.

1. FACILITATING LEARNER-
CENTERED TEACHING
RICA YBANEZ- PAILAGO

5. Balance of Power
In a traditional classroom, the power to decide what
lessons to discuss, what learning activities students must
engage in, and what assessment tasks to give mainly
belongs to the teacher with little input from students. On the
other hand, in a student-centered classroom, a teacher
shares that power by consulting learners prior to making
final decisions.

6. Balance of Power
In order to balance power in the classroom, learners are
frequently consulted and given immediate and ongoing feedback by
the teacher. The teacher empowers students by giving them the
opportunity to choose and make decisions like selecting among
lesson topics, choose learning activities, determine pace of learning,
and select an assessment task to demonstrate one’s mastery of
targeted learning competencies.

7. Function of Content
Current research evidence from educational psychology calls for
a change in the function of curriculum content which should be less
on covering it and more on using content to develop a learner’s
individual way of understanding or sense-making. Teachers need to
allow learners to raise their own questions, generate their own
answers or solutions.

8. Function of Content
In order to facilitate learning that changes how students
think and understand, teachers must begin by finding
out students’ prior knowledge or conceptions and then
design learning activities that will change these pre-
instructional concepts.

9. Role of the Teacher
• Constructivism theory brings the role of the teacher as that of a
facilitator of learning, not as the fountain of learning. He/she instead
encourages students to explore multiple knowledge sources, make
sense of it, and personally organize the information taken from
different sources.
• As generally observed, less knowledgeable and experienced learners
will interact with content in less intellectually robust ways, but the goal
is to involve students in the process of acquiring and retaining

10. Responsibility for Learning
• In recent years, work on self-regulated learning has advanced,
and the goal of 21st century education ought to be the creation of
independent, autonomous learners who assume responsibility for
their own learning.
Adults are known to be capable of self-directed learning and that
continuous learning occurs across their career span and lifetime.

11. Evaluation Purpose and Process
• The literature on self-directed learning also underscores the
importance of assessment, only in this case it is the ability of
students to self-assess accurately. Sophisticated learners know
when they do or do not understand something. They can review
a performance and identify what needs improvement.
They have mechanisms for its collections and methods for
evaluating it and acting on it.

12. Four Principles of Student-centered Approach

13. Top 20 Principles for Pre K–12 Teaching and Learning
“Psychological science has much to contribute to enhancing
teaching and learning in the classroom. Teaching and learning
are intricately linked to social and behavioral factors of human
development, including cognition, motivation, social interaction,
and communication”
(APA, 2015, p.8)

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