The Role and Responsibility of the Learner in Learner-Centered Teaching

 Niño D. Estolas, M.Ed., LPT

    Learner-centered teaching is an educational approach that places students at the forefront of their learning experiences. Unlike traditional teacher-centered methods, where instructors primarily disseminate information, learner-centered teaching empowers students to take an active role in their education. 

    In this article, we will explore the critical role and responsibility of the learner in learner-centered teaching and its profound implications for education.

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Taking Ownership of Learning

1. Setting Goals and Objectives: In learner-centered teaching, students are encouraged to set their learning goals and objectives. This means they have a say in what they want to achieve during a course or educational program. This sense of agency allows learners to feel more invested in their education.
2. Monitoring Progress: Learners are responsible for tracking their progress toward their goals. They must regularly assess their understanding of the material and identify areas that require additional attention or clarification.
3. Active Participation: Learner-centered teaching emphasizes active participation. Students are expected to engage in discussions, ask questions, and contribute to group activities. This active involvement fosters deeper understanding and critical thinking.
4. Time Management: Learners must manage their time effectively to meet deadlines and complete assignments. They have the autonomy to create study schedules and allocate time to different tasks.
5. Seeking Resources: Learners are encouraged to seek resources beyond what is provided in class. They might explore additional readings, attend relevant workshops, or engage in extracurricular activities that enhance their learning.

Collaboration and Communication

1. Collaborative Learning: Learner-centered teaching often involves collaborative learning experiences. Students work together on projects, share insights, and learn from their peers. Effective collaboration requires learners to communicate, compromise, and contribute to the success of the group.
2. Seeking Feedback: Learners should actively seek feedback from instructors, peers, and self-assessment. Constructive feedback helps them identify areas for improvement and refine their understanding of the subject matter.

Critical Thinking and Problem Solving

1. Questioning: Learners are encouraged to ask questions, challenge assumptions, and explore topics in depth. This critical thinking process helps them develop analytical and problem-solving skills.
2. Reflection: Reflective practice is a vital component of learner-centered teaching. Students must reflect on their learning experiences, identifying what worked well and what could be improved. This self-reflection enhances metacognitive skills.

Flexibility and Adaptability

1. Adapting to Different Learning Styles: Learners must recognize and adapt to their own learning styles. They may need to experiment with various approaches to find the methods that work best for them.
2. Adapting to Change: Education is dynamic, and learners must adapt to changes in curriculum, technology, and instructional methods. Being open to change and embracing new opportunities for learning is a vital responsibility.

    Learner-centered teaching places a significant responsibility on the shoulders of the learners. They are not passive recipients of knowledge but active participants in their education. 

    By setting goals, monitoring progress, collaborating with peers, and cultivating critical thinking skills, learners in a learner-centered environment become more empowered and capable of taking charge of their own learning journey.

 Role of Learners within the Philippine Setting

    In a learner-centered teaching approach within the Philippine setting, learners play an active and vital role in their own education. 

Their role and responsibilities include:

1. Active Participation:

·Role: Actively engage in the learning process by participating in discussions, activities, and projects.

·Responsibility: Take the initiative to ask questions, express opinions, and contribute to class activities.

2. Setting Learning Goals:

·Role: Reflect on personal learning goals and aspirations.

·Responsibility: Communicate goals to the instructor and actively work towards achieving them.

3. Self-Directed Learning:

·Role: Take ownership of one's learning journey and seek out additional resources or materials.

·Responsibility: Manage time effectively, review and consolidate knowledge independently.

4. Critical Thinking and Problem-Solving:

·Role: Engage in critical analysis and problem-solving activities.

·Responsibility: Apply critical thinking skills to evaluate information, make connections, and solve problems.

5. Reflection and Metacognition:

·Role: Reflect on one's own learning experiences and thought processes.

·Responsibility: Identify strengths, weaknesses, and areas for improvement, and adjust learning strategies accordingly.

6. Collaborative Learning:

·Role: Engage in collaborative activities with peers.

·Responsibility: Contribute positively to group discussions, respect diverse perspectives, and share knowledge.

7. Feedback and Assessment:

·Role: Actively seek feedback from instructors and peers.

·Responsibility: Use feedback constructively to improve learning outcomes, and engage in self-assessment.

8. Advocating for Personal Needs:

·Role: Communicate personal learning preferences, challenges, and needs to the instructor.

·Responsibility: Advocate for necessary accommodations or adjustments to ensure effective learning.

9. Application of Knowledge:

·Role: Apply learned concepts to real-life situations or projects.

·Responsibility: Seek opportunities to apply knowledge in practical contexts, such as internships, research projects, or community service.

10. Cultural Sensitivity and Respect:

·Role: Acknowledge and respect diverse cultural perspectives and experiences.

·Responsibility: Contribute to a respectful and inclusive learning environment that values different backgrounds and viewpoints.

11. Feedback to Instructors:

·Role: Provide constructive feedback to instructors about teaching methods and learning experiences.

·Responsibility: Communicate concerns or suggestions to help improve the learning environment.

    

    By actively embracing these roles and responsibilities, learners in a learner-centered teaching environment in the Philippines become empowered agents of their own education, driving their learning forward in a meaningful and purposeful manner. This approach fosters a lifelong love for learning and equips learners with the skills and mindset necessary for success in both academic and real-world contexts.

References:

1. Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. John Wiley & Sons.
2. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass.
3. Nilson, L. B., & Goodson, L. A. (2017). Online teaching at its best: Merging instructional design with teaching and learning research. Jossey-Bass.
4. Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.
5. Davis, B. G. (2009). Tools for Teaching. Jossey-Bass.

The Role and Responsibility of the Learner in Learner-Centered Teaching by Niño D. Estolas is licensed under a Creative Commons Attribution 4.0 International License.