The document discusses the importance of learner-centered environments and active learning. It notes that traditional lectures often have low student retention rates, with only 20-40% of material retained. Visual aids can increase retention to 14-38%. The document advocates for learning activities that support different student needs and independent learning. It identifies key factors that affect learners' characteristics, including the area of learning, the teacher/facilitator, and work/learning activities. These should foster independence, engagement, higher-order thinking, and problem-solving skills. Effective learning activities are planned by teachers to be intentional, meaningful, useful, and tailored to student needs and goals.

1. Push for a
LEARNER-CENTERED
ENVIRONMENT!
Learner’s Characteristics
and Learning Activities
Presented by:
MARIA ESTELLA RAMOS

2. Is active learning
simply fun and games?
Doesn’t active learning require
lots of time?
Won’t students regard learning as
a waste of time?

3. 100-200 words a minute generally said
by an instructor
•50-100 words are only heard by the student
• students in a lecture class is attentive at 40
percent
• 70 percent of what they hear in the first ten
minutes are retained, and just 20 percent
during the last ten minutes

4. 14 to 38 percent retention if lecture is
aided with visuals

5. The
CONNECTION
Learning new skills and concepts or
engaging in classroom activities
maybe difficult for different students.
Support planned learning activities
and independent learning

6. Factors affecting
Learners’ Characteristics
1. Area of learning
• Should be caring by viewing
learners’ differences as assets
not liabilities
• Should foster clear
expectations and positive
relationships

7. Factors affecting (cont’d)
2. Facilitator or teacher
• Assists students in learning and
development
• invites students to engage in
sustained exploration
• Should be the principal sharer
of the learning context

8. Factors affecting (cont’d)
3. Work or learning activities
• Should be independent and
flexible
• Should engage students in
discussions
• Should foster higher thinking
and problem-solving skills

10. •Planned by the teacher for individual
pupils, groups of pupils, or the whole
class

11. •May span to a single or several lessons
connected to a topic, project, or theme
•Can be delivered in a classroom
setting or where teaching and learning
takes place

12. • Aligned to desired outcomes
• Meets goals and objectives
INTENTIONAL
• Assesses students’ needs
• Tailoring the course experience
and using teaching techniques
MEANINGFUL
• efficient
• practical
USEFUL

14. “…learning is an active,
constructive process that is
contextual; new knowledge is
acquired in relation to previous
knowledge; information is
meaningful when it is presented
in some type of framework.”
(Davis,1993)