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LEARNER-CENTERED TEACHING - Coggle Diagram
LEARNER-CENTERED TEACHING
How to develop learner-centered teaching
Reasons why this is effective than other modes
It encourages students to take more personal responsibility for their learning.
It is sensitive to individual needs and preferences.
It encourages construction of knowledge and meaning.
It draws on and integrates language learning with students’ life experiences.
It generates more student participation and target language output
It encourages authentic communication.
It breaks down barriers between in-class and out-of-class learning
It opens up spaces for discussion of motivations, learning preferences, and styles.
UNDERSTANDING YOUR LEARNERS’ NEEDS AND GOALS
occupations
current learning goals
Reason why they are taking the English course
longer-term goals
attitudes toward learning English
interests
cultural backgrounds
current proficiency level
out-of-class use of English
skills needed
main language difficulties
THE FOCUS OF YOUR TEACHING
communicating trust and respect for them
acknowledging diversity of needs and learning styles
understanding your learners’ needs and goals
giving feedback on their learning
Ability to make your learners the focus of your
teaching
using strategies that help develop an atmosphere of collaboration mutual support among learners
UNDERSTANDING YOUR STUDENTS’ COGNITIVE STYLES
preferences for particular classroom arrangements
preferences for particular styles of teaching
preferences for particular kinds of classroom activities
preferences for studying particular aspects of language
preferences for a particular mode of learning
Different styles of classroom participation
Visual learners
Auditory learners
Kinesthetic learners
Tactile learners
Group learners
Individual learners
UNDERSTANDING YOUR STUDENTS’ CLASSROOM
PARTICIPATION STYLES
Social students
Task-oriented students
Dependent students
Phantom students
Isolated students
Alienated students
CREATING A COMMUNITY OF LEARNERS AS A GROUP where people shared goals, needs, and
concerns.
PERSONALIZING YOUR TEACHING
BUILDING MOTIVATION INTO YOUR LESSONS
Were there opportunities for fun, for humor, and for pleasure?
Was the pacing of the lesson right or did the lesson become boring because too much time was spent on one activity?
Was the content of the lesson suitable for the class?
Did the activities connect to the students’ interests and did they involve interaction, collaboration, and sharing of information?
Did the students feel pleased with what they had achieved, and did the teacher provide the support they needed to complete tasks and praise them for success?
BUILDING LEARNER-CENTERED OUTCOMES INTO YOUR LESSONS
By including tasks which involve the public display or performance of the outcome
By making results tangible
By celebrating success
What is Learner-Centered Instruction?
Reducing the teacher’s authoritative role
Giving students more opportunities to participate without fear.
Encouraging student responsibility, creativity, and autonomy.
Learner Differences & Learner-Centred Instruction
Learners’ Backgrounds & Purposes
Learners have different goals: EAP, ESP, ESL, EFL, EIL.
Learning needs depend on context: study, work, migration, travel, school.
Expectations & Previous Learning
Past experiences shape expectations about: Teacher role, Error correction, Use of textbooks, Group work, pair work, Formal vs informal learning
Learners may react differently to communicative, group-centred methods.
Motivation
Influenced by personal goals, exam needs, career, or integration.
Clear goals → higher motivation.
Learning Styles
Type A: Studial–Passive (likes rules, teacher guidance)
Type B: Studial–Active (analytic, independent)
Type C: Experiential–Passive (observes, absorbs)
Type D: Experiential–Active (likes activities, speaking, tasks)
Multiple Intelligences
Verbal
Logical/mathematical
Visual
Musical
Interpersonal
Learning Strategies
Shadowing (pronunciation/fluency)
Guessing from context (reading/vocabulary)
Using Post-it notes (memory)
Choosing partners for pairwork (interaction)
Learner Training & Autonomy
Teach learners how to choose strategies, use dictionaries, use online resources.
Goal: develop autonomous learners who continue learning outside class.
Learner outcomes
Sense of ownership of learning
Increased agency
Stronger identity as language users
Characteristics of Learner-centered instruction
Focus on learners’ needs and goals.
Understand individual learner differences.
Align curriculum with learners’ styles and preferences.
Create a supportive, non-fearful atmosphere.
Offer students choices in activity type and content.
Allow students some control (e.g., group work).