Educ 2A Facilitating Learner Centered Teaching

2. QUESTION!!
In the classroom, who
are responsible for
learning and teaching
process?

3. QUESTION!!
What learning
experiences are
developed when it
comes to promoting a
learner-centered
education?

4. QUESTION!!
What teacher actions
and class activities
would provide learners
with the opportunity to
take responsibility for
their own learning?

5. Objectives………
• determine the classroom opportunities
where teachers and learners share power
in the interest of influencing their
motivation and learning in a positive and
responsive way
• design learning opportunities that promote
a balance between the teacher’s and
learner’s powers and responsibilities

6. Learning Responsibility and
Balance of Power in Classrooms
1. Teachers and learners share power inside
the classroom. The teachers provide
activities that promote learning (considered a
power in planning and managing their
learners' learning) while learners choose to
act in ways that promote learning
(considered a power with regard to defining
the relationship dynamics with the teacher).
The transaction shapes the type of classroom
atmosphere that may either be helpful or
detrimental to academic success and school
adjustment.

7. Learning Responsibility and
Balance of Power in Classrooms
2. The context and culture
developed in a classroom are
shaped by both the teachers and
learners. How teachers react to the
learners' behaviors, whether
constructively or debilitating, may
influence the way the learners form
a schema of the power relationships
between the teachers and learners.

8. Learning Responsibility and
Balance of Power in Classrooms
3. In the context of this relationship,
conflicts arise when teachers and
learners have personal issues that
are raised in classrooms. The
personal agenda of both teachers
and learners should be cleared so
that the two may work together to
promote peace and harmony inside
their classrooms.

9. Learning Responsibility and
Balance of Power in Classrooms
4. The discourse between teachers
and learners represents the power
relationship between the two.
Teachers should promote an
atmosphere where learners can
voice out their thoughts to produce
improved classroom power
relationships.

10. In describing the roles teachers and
learners have in classrooms, Donnelly, McGarr,
and O'Reilly's (2014) research on the forms of
decision-making used by teachers and learners in
addressing class issues drive the patterns of
interactions serves as a basic guide. A welcoming
teacher may influence learners to become more
participative of classroom goals; however, going
beyond being welcoming may promote learners
whose behavior are disruptive because they
think that the teacher will permit those
behaviors.
This relationship is further understood as
forming a dichotomy or a two-pronged approach
in designing classroom activities.

11. For example, there are approaches
where teachers ask learners to design a
learning contract where teachers facilitate
the learning goals of the learners while the
learners decide on the types of learning
processes they think they will learn best,
whereas the other side of the dichotomy
would be teachers asking questions, learners
responding, and the teacher deciding
whether the answer is correct. In both cases,
the learners are willing to engage in the
classroom relationship if they are provided
with the parameters of the relationship that
is to be established.

12. A "didactic contract" has been
termed by Donnelly et al. (2014), where
the learners' expectations of their
teachers are aligned with the teachers'
expectations of their learners. The
learners expect that their teachers will
effectively teach them while the teachers
look forward to working with learners
who are willing and interested to learn.
This contract is usually implicit but is
evident in teacher-learner interactions
inside the room.

13. In analyzing power dynamics in
classrooms, two analytical
frameworks are used: Gore
(1995) and Cornelius and
Herrenkohl (2004).
Gore (1995) outlined the "the
micro level of classroom
interaction." Below are the teachers'
techniques:

14. In analyzing power dynamics in
classrooms, two analytical
frameworks are used: Gore
(1995) and Cornelius and
Herrenkohl (2004).
Gore (1995) outlined the "the
micro level of classroom
interaction." Below are the teachers'
techniques:

15. Remember…
Safety First!
(Enter your own creative tag line above)