teacher learner centered classroom instruction report

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TEACHER-LEARNER TEACHER-LEARNER CENTERED CLASSROOM CENTERED CLASSROOM INSTRUCTION INSTRUCTION

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Page 1: Teacher learner centered classroom instruction report

TEACHER-LEARNER TEACHER-LEARNER CENTERED CLASSROOM CENTERED CLASSROOM INSTRUCTIONINSTRUCTION

Page 2: Teacher learner centered classroom instruction report

TEACHER-CENTERED INSTRUCTION

Page 3: Teacher learner centered classroom instruction report

TEACHER-CENTERED TEACHER-CENTERED INSTRUCTIONINSTRUCTION

A traditional approach of teaching, where the teacher determines the content to be taught, plans for instruction, implements the instructional plan, and evaluates the students’ progress toward the instructional objectives. This method puts the responsibility of learning directly on the instructor.

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Teacher-centered instruction is useful for conveying new information and materials to small or large groups at one time. Even when you are working with one student, using teacher-centered instruction may be the most effective way to convey new material for the day’s lesson.

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Teacher-centered instruction literally means that the teacher is the person who is imparting knowledge or information to the student. The student is the receiver of this knowledge. In order to do this effectively, it is important to identify the student’s current level of skill or knowledge in the subject being taught. If the level of instructional content is too high or low, the student will not effectively receive the information.

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Lessons are often designed to address the gap between what students currently know and what schools think they ought to know. The classroom teacher will help select the material best suited to meet the academic needs of the child and will provide instruction that reflects a preferred instructional format.

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Three specific methods of Three specific methods of teacher-centered instruction:teacher-centered instruction:

Direct teachingAssisted learningReciprocal teaching

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““Direct Teaching”Direct Teaching” is a traditional way to provide instruction for the mastery of skills. Direct teaching requires that the instructor clearly understand the overall content, as well as the appropriate order of knowledge and tasks required for students to learn and master the subjects they are studying.

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For example, when studying math, students must have a solid knowledge of addition before learning subtraction. A thorough understanding of the subject will support both the lesson’s instructional objectives and the teacher’s order of presentation. It will also assist you in helping the teacher plan the best avenue of instruction for each student assigned to you, and allows the teacher to evaluate the results for each student more closely so that together you can address further learning needs.

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As a paraprofessional, you will naturally develop both a general awareness of the students’ current performance level and recognition of the best working approach based on your daily interactions. This information is an invaluable resource in helping the teacher plan for the most effective instructional strategies. By working together and utilizing individual student information, instruction can be improved.

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When the teacher plans a lesson, he or she will first consider the specific target objective to be taught. This encourages the development of instruction that leads to a students’ clear understanding of the lesson. As instruction proceeds, the teacher will determine the extent to which the students understand the material and can adjust the amount of material presented accordingly.

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After the students have a sufficient grasp of the topic, they are given opportunities to practice, either through examples or exercises, (or both) in order to reinforce the presented information.

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In direct teaching, the teacher and paraprofessional maintain a large amount of control over both the information being taught and the method of teaching. The instructor can direct and channel the flow of information and material so that students can absorb the knowledge at an optimal rate.

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As a result, direct teaching is considered to be one of the most efficient instructional methods, allowing students to make progress at a steady pace.

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““Assisted Learning”Assisted Learning”

Assisted Learning is based on the theory that students should be guided and directed by teachers toward attaining knowledge and learning principles in a subject matter without having to discover them on their own.

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Assisted learning can be used when giving instruction to individuals or small groups. It is especially useful when you are working with a student individually because it allows you to provide him/her with instruction according to his/her level and ability.

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In assisted learning, a teacher initially gives the students strategies that enable them to identify issues or problems. The students are taught to break down the issues into smaller units, and problem solving is focused on each of the smaller units rather than the main issue. This process continues until enough of the smaller units have been overturned to resolve the larger issue.

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Until the students master how to solve the problems in generalized situations, the teacher must continue to give prompts, encouragement, and clues to aid the student’s progress.

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As the students begin to master the information and apply it successfully, they will gradually take on more responsibility, ultimately becoming more independent by requiring less assistance. The keys to the success of this method are to:

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Choose appropriate materials for the students according to their readiness and needs;

To demonstrate and model the procedure to solve a given problem;

To provide assistance as needed; and

To reduce your assistance as they are able to proceed on their own.

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Like direct instruction, assisted learning is considered to be one of the most effective

instructional methods. Students can receive your complete support and assistance in helping them master skills and attain knowledge quickly and efficiently.

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““Reciprocal Teaching”Reciprocal Teaching” is an instructional method focused on the comprehension of reading material. Students are taught to comprehend reading material based on a model of analysis demonstrated by the teacher. This method is dependent upon developing an active dialogue between the teacher and

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students to discuss points of clarification. Reciprocal teaching is best used in small groups when the emphasis is on reading comprehension. Therefore, it has applications in a number of subject areas.

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In reciprocal teaching, the teacher first models four techniques for developing comprehension after reading a supplied example: summarizing, questioning, clarifying, and predicting.

The teacher summarizes the contents of a given reading.

Students are questioned about key issues in the material.

Difficult sections of content are clarified.Students predict the outcome

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Reciprocal teaching is considered to be one of the most effective instructional methods to teach reading comprehension. When used, research shows student improvement in levels of reading comprehension. The keys to this method are to model the stages clearly and to understand each student’s ability to apply them, which is dependent upon his or her grasp of the written material.

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Student-centered Student-centered Classroom Classroom InstructionInstruction

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Student-Centered Instruction

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Student-centered instruction helps students take more responsibilities and initiative and requires them to use more creativity than teacher-centered instruction. Although there are many pros and cons when comparing teacher-centered and student-centered instruction, it is important for the paraprofessional to know which method of instruction yields the greatest benefits for students’ needs in a given situation.

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Three specific methods of Three specific methods of student-centered instruction:student-centered instruction:

Inquiry learning The constructivist approach, and

Situated learning.

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Inquiry LearningInquiry Learning

A learning method where students develop solutions to their own questions under the guidance of a teacher.

 

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In inquiry learning, the teacher identifies a problem that facilitates the learning of the instructional objective . The problem is presented in a puzzling way in order to attract the students’ attention. The teacher may encourage students to ask questions that may help them eventually find answers.

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An important feature of inquiry learning involves having students formulate a hypothesis about the answer to the main question. The hypothesis then leads students to collect information to support their individual or group hypothesis. If they find that the hypothesis is wrong, they reformulate their hypothesis and begin to collect information again.

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Constructivist ApproachConstructivist Approach An approach focusing on a student’s performance and understanding instead of the measurement of skills and knowledge. This approach uses what a student already knows, and allows the student to incorporate and build on that knowledge in order to build their own learning experience.

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Students are encouraged to hypothesize new ideas, collaborate with others, and to explore and invent new possibilities and solutions. An important part of a constructivist lesson will contain more than one source of information to allow students the possibility to explore, contrast, and compare different perspectives. The teacher can use a variety of materials, information, and real-life issues to help students naturally construct and develop their own knowledge.

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This approach can be difficult to use and monitor as an instructional model, but may prove more interesting from a student perspective. Also, students can exhibit interests and initiate their learning of real-life situations, making discoveries of principles more meaningful.

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Situated LearningSituated Learning

A learning method that emphasizes the inclusion of learning into every day situations.

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 Situated-learning, like the constructivist approach, also relies on the students’ unique experience in the learning process. However, situated-learning emphasizes that the curriculum is centered on real-life situations. Real-life situations are believed to be more natural and meaningful to students than the more abstract and less tangible methods used in other instructional approaches.

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In situated learning, the teacher tries to set up environmental conditions that can lead to meaningful, real life-based learning through exploration and problem solving. Through participating in an action, such as simulating the crossing of a busy intersection using a lighted walk signal, students develop skills that are born out of experience.

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In this manner, students are made aware of constantly changing situations and are taught to adapt in order to solve problems that arise. Since situated learning can vary widely in the forms it can take, as well as the knowledge, development, and direction it can produce, it can be a challenge to reinforce events in a way that successfully supports the instructional goals.

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Teacher-Centered Learner-Centered

Focus is on instructor Focus is on both students and instructor

Focus is on language forms and structures (what the instructor knows about the language)

Focus is on language use in typical situations (how students will use the language)

Instructor talks; students listen Instructor models; students interact with instructor and one another

Students work alone Students work in pairs, in groups, or alone depending on the purpose of the activity

Instructor monitors and corrects every student utterance

Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise

Instructor answers students’ questions about language

Students answer each other’s questions, using instructor as an information resource

Instructor chooses topics Students have some choice of topics

Instructor evaluates student learning Students evaluate their own learning; instructor also evaluates

Classroom is quiet Classroom is often noisy and busy

Teacher vs. Learner-Centered Instruction

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THANK YOU FOR THANK YOU FOR LISTENING!!!LISTENING!!!

Reporters:

LILIBETH A. ROLDANMARY-ANN M. VILLASEÑOREduc. 042 Individual Instruction and ResearchDR. TERESITA P. BULANDAN, Ed.D.Professor