This is useful for students whose topic is concerned about the new curriculum of the Philippine Education. This is presented in a brief yet understandable way for students' usage in their course subject.

1. LEARNER-CENTERED
EDUCATION
English 18 Report By: Group 2

2.  Defining Learner-centeredness
1. See things from learner’s point of view
2. Find out what they felt they wanted to learn
3. How they went about the task learning
Things to consider:
Learner centered teaching
means subjecting every teaching
activity (method, assignment or
assessment) to the test of a single
question: “Given the context of my
students, course and classroom, will
this teaching action optimize my
students’ opportunity to learn?”

3.  Learner Involvement in the
Learning Process

4. Learner-Centered Classroom
Designed to enable learners
to make critical pedagogical
(relating to teacher or
education) decisions by
systematically training them
in the skills they need to
make such decisions.
Aims that a classroom must
constitute:
1. Focused on language
content
2. Focused on the learning
process

5. Learner-Centered Instruction
It is NOT a matter of handing over rights and
powers o learners in a unilateral way.
It is NOT devaluing the teachers.
It is a matter of educating learners so that they
can gradually assume greater responsibility for
their own learning.

6. Learner-Centered Curriculum
A collaborative effort between teachers and
learners, since learners are closely involved in
the decision making process regarding the
content of the curriculum and how it is taught.
Nunan 1988: 2

7. Activity Student Teacher
Pronunciation practice Very high Medium
Teacher explanations Very high High
Conversation practice Very high Very high
Error correction Very high Low
Vocabulary
development
Very high High
Listening to/using
cassettes
Low Medium high
Student self-discovery
of errors
Low Very high
Using
pictures/films/video
Low Low medium
Pair work Low Very high
Language games Very low Low
A comparison
of student
and teacher
ratings of
selected
learning
activities

8.  Learner-Centeredness:
another Dimension

9. Learner-Centered Classroom
This is NOT in which learners are involved in making choices
about what and how to learn,
Rather, this is where learners are actively involved in the
learning process.
This is where the focus is on the learner in the sense in which
they do all the work.
Consistent with a particular line of second language acquisition
research that suggests acquisition is facilitated when
opportunities for learners to interact are maximized.

10. Absence of the Teacher
 Since no task is set, the children control the
questions they choose to ask: the issue of
whether the teacher acted wisely is theirs,
not the poets.
 It removes from their work their work the usual
source of authority. They cannot turn to him to
solve dilemmas.
The children not only
formulate hypotheses, but
are compelled to evaluate
them for themselves.
Two ways to do these:
1. Testing them against
their existing view of
how things go in the
world
2. Going back to the
evidence

11. Principles of Adult Learning
(Andragogy)

12. Principles Underpins the of Adult Learning
By: Brundage and Macheracher (1980)
 Adults who value their own experience as a resource for further learning or
whose experience is valued by others are better learners.
Adults learn best when they are involved in developing learning objectives for
themselves that are congruent with their current and idealized self-concept.
Adults have already developed organized ways of focusing on, aking in, and
processing information, These are referred to as cognitive style.
The learner reacts to all experience as he/she perceives t, not as the teacher
presents it.
Adults enter into learning activities with an organized set of descriptions and
feelings about themselves that influences the learning process.
Adults are more concerned with whether they are changing in the direction of
their own idealized self-concept than whether they are meeting standards and
objectives set for them by others.

13. Principles Underpins the Adult Learning
By: Brundage and Macheracher (1980)
Adults do not learn when overstimulated or when experiencing extreme stress
or anxiety.
Those adults who can process information through multiple channels and
have learnt how to learn are the most productive learners.
Adults learn best when the content is personally relevant to past experience
or present concerns and the learning process is relevant to life experiences.
Adults learn best when novel information is presented through a variety of
sensory modes and experiences with sufficient repetitions and variations
on themes to allow distinctions in patterns to emerge.