LEARNER CENTERED PEDAGOGICAL APPROACHES

Learner-centered instruction - empowers learners to participate actively in the learning

process. Unlike more traditional teacher-centered approaches which focus on the instructor, this
model places the learner at the center of the learning process. The role of the instructor goes
beyond transmitting knowledge, as they take on the responsibility of facilitating active learning
experiences for the learners. At the same time, learners take on a more proactive role,
influencing course content and activities and actively reflecting on their learning.
Pedagogy is the method behind the art of teaching. It considers how students learn and uses
that knowledge to develop philosophies, approaches, and techniques for the classroom.
According to this image of teaching and learning, the ideal classroom for the 21st century
learners will no longer be one in which 30-50 students are always listening to the teacher or
silently working on their own. Although contemporary teaching practices still involve lecture, drill,
and practice, students need to be trained to work in alternative arrangements such as:

 talking to each other in small and large groups

 making public their personal knowledge and beliefs

 Constructing and testing their knowledge with peers and teachers.

Among the popular instructional approaches that have been extensively researched for more
than two decades are the Cooperative Learning Approach, Differentiated Instruction Approach,
and the Personalized Learning Approach. A comparison of these 3 pedagogical approaches
along with the traditional approach is shown in the table below using the 5 essential elements of
Learner-Centered Pedagogy by Weimer.
Table 1. A Comparison of Teaching Approaches
COOPERATIVE LEARNING APPROACH (CLA)
The Cooperative learning Approach (CLA) started becoming popular in the 1990’s in an attempt
to move away from traditional pedagogical approach that relied heavily on uniform instruction for
a large-sized classroom. The CLA used the social interdependence theory, which proposes
that the behavioral outcomes of a person are affected by their own and others' actions. Said
theory became the framework for designing teaching-learning activities in peer group settings.
Johnson and Johnson (1994) described five factors that influence the effectiveness of
cooperation in classrooms which are shown in the figure below

Figure 1. Five Factors for an Effective Cooperative Learning Approach

1. Positive Interdependence.
 Students commit to personal success as well as the success of every member of the group. If
students are having difficulties, their group mates are there to support them.

 Positive interdependence can also promote motivation to learn, because students are learning
not just for themselves but also for the benefit of their groups.

 Working in groups involved sharing information helping each other in doing the group task so
that they progress together.

2. Individual and group accountability.

 The group is accountable for achieving its goals, and each member must be accountable for
contributing a fair share of the work toward the group goal

3. Interpersonal and small group skills.

 Group members learn how to how to apply teamwork skills that has collaborative leadership,
making fair decisions,

 Students also develop friendship by building trust, communicating freely, and resolving
conflict.
4. Promotive Interaction

 Students promote each other's success by sharing resources or information that will help
every member.

 Peers take time to encourage, and praise each other's efforts to learn.

5. Group Processing

 Group members need to feel free to communicate openly with each other to express concerns
as well as to celebrate accomplishments.

 Learners take time to monitor and discuss how well they are achieving their goals and
maintaining effective working relationships.

 Students frequently reflect and discuss on how well they are

DIFFERENTIATED INSTRUCTIONAL APPROACH

  Differentiated instruction is a teaching approach that tailors instruction to students’
different learning needs.

Differentiating Process

 Teachers utilize whole-class, small-group, and individual explorations. Students are allowed to
work with peers who show similar academic needs at a given time.

 Students of mixed readiness are also allowed to work together so that they may draw upon the
strengths of others.

 Students may also choose to work with classmates who have similar interests or learning
styles or even collaborate with those who have different interests or learning style profile.

 Students themselves sometimes decide on their work groups and arrangements, and
sometimes teachers also decide.

 Teachers may also use technology to create blended learning classrooms that allow for
multiple leveled activities and centers.

Differentiating Product

 Flexibility in the work products and performances that students complete to demonstrate newly
acquired knowledge or skills supports accurate evaluation of students' capabilities while also
allowing students to leverage their strengths to achieve the same standards as their peers.
students have various options for how they can showcase what they've learned or mastered, it
helps teachers accurately assess their abilities. In other words, offering flexibility in the types of
assignments or tasks students can choose from allows educators to better gauge their skills and
understanding.
e.g.

 Read and write learners write a book report.

 Visual learners create a graphic organizer of the story.

 Auditory learners give an oral report.

 Kinesthetic learners build a diorama illustrating the story.

 Assessments can be implemented before, during, and after instruction to monitor student
progress relative to differentiated instruction.

 Create and implement assessments that accurately measure competencies, analyze

assessment results to identify students who are below mastery level
 Students are provided with alternative ways to act skillfully and demonstrate what they know

PERSONALIZED LEARNING APPROACH (PLA)

In personalized Learning systems, instead of counting the number of hours students are in their
seats, students move through coursework and graduate based on their ability to show they have
mastered the material
The United States National Education Technology Plan 2017 defines personalized learning as
follows:
Personalized learning refers to instruction in which the pace of learning and the instructional
approach are optimized for the needs of each learner. Learning objectives, instructional
approaches, and instructional content (and its sequencing) may all vary based on learner
needs.
Personalized learning is a progressively student–driven model where students deeply engage in
meaningful, authentic, and rigorous challenges to demonstrate desired outcomes (Zmuda,
Curtis & Ullman, 2015).
Four design elements have been associated to the personalization movement (Olofson et. al,
2018) which are shown in the Figure 3.

Figure 3 Design Elements of Personalized Learning Approach

In the context of education, a design element refers to a fundamental component or

feature intentionally incorporated into the structure, organization, or delivery of
educational materials, activities, or environments.

Design elements in education are essential for creating effective learning experiences that
engage students, facilitate understanding, and support achievement of learning objectives.
These elements can include various instructional strategies, learning resources, assessment
methods, classroom arrangements, technological tools, and curricular frameworks. Design
elements in education are carefully selected and arranged to optimize teaching and learning
outcomes, accommodate diverse learner needs, promote student engagement, and foster
meaningful understanding and application of knowledge and skills.
 1. Flexible Pathways

 Learning activities must be meaningful and relevant to learners, driven by their interests, and
often are self-initiated.

 Students are provided the opportunity to choose in-school and out-of-school learning
modalities that are attuned to their socio- economic capability, interests and needs.
"Socio-economic ability" refers to an individual's or group's capacity or capability within the
context of their social and economic circumstances. It encompasses a range of factors related
to both social and economic conditions, including access to resources, education,
employment opportunities, income level, and social support networks. Socio-economic
ability is often used to describe the relative advantage or disadvantage that individuals or
groups may face based on their socio-economic status.

2. Personalized Learning Plans

 Learning plans are co-crafted by students with their parents and teachers which best suit their
needs, interests, and abilities. This plan creates a customized approach that uniquely responds
to the ability and interest profile of the learner.

 Students are encouraged to identify their own interests, passions, and strengths and integrate
these, in partnership with educators, into meaningful learning experiences with clear goals.
This statement means that students are prompted to recognize what they enjoy, what they're
good at, and what they're passionate about. They work together with teachers to incorporate
these interests and strengths into their learning activities, setting clear objectives for their
educational journey.

3. Competency-Based Graduation Requirements

 Competency standards are made clear to students at the beginning of the course as well as
and how these are to be assessed at the end.

 Students must also have access to real-time feedback and performance data for self-
monitoring.
Competency-Based Graduation Requirements (CBGR) are educational standards or criteria that
focus on the demonstration of specific skills, knowledge, and abilities that students need to
master in order to graduate from a particular level of education, such as high school or college.
Instead of solely relying on the completion of a certain number of courses or credits, CBGR
emphasize the attainment of competencies or proficiency in key areas.
In a CBGR framework, students are expected to demonstrate mastery of defined
competencies through various assessments or performance tasks, which may include
projects, presentations, portfolios, exams, or real-world applications. These competencies
are typically aligned with broader learning goals and standards, and they often reflect the skills
and knowledge that are deemed essential for success in further education, careers, and society.

4. Student Ownership (state or right of possessing something) and Agency (sense of

control)

 Teacher refrains from imposing or fully controlling the pathways of learning. Instead, student
and teacher collaborates in designing learning activities that will help them meet the
competency based-graduation requirements.

 Students will work with the teacher to develop a challenge, problem, or idea clarify learning
goals, envision the assessment, and create a personal learning plan.

 Ownership within the context of personalized learning also requires students to set, monitor,
and reflect on their personal progress towards their set learning goals. This is a way to empower
them with ownership over their own work and progress.
The table below provides a list of commonly applied teaching strategies under CLA, DIA and
PLA.

In summary, as you progress from a beginning career stage educator into a distinguished career
stage teacher, you will definitely grow in your teaching competencies in using a Learner-
Centered Pedagogical Approach which now favors heavily on the Personalized learning
Approach. This is primarily due to the availability of education technology tools that can be
accessed by both students and teachers alike.

Traditional Cooperative Differentiated Personalized

Instructional Learning Approach Instructional Learning Approach
Approach Approach
Lecture