FACILITATING LEARNER-CENTERED NG
FACILITATING
LEARNER-CENTERED
TEACHING
MODULE
PONCIANO S. ABDON, MAEd
Associate Professor V
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FACILITATING LEARNER-CENTERED TEACHI
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SECTION 1 ILO
DEMONSTRATE UNDERSTANDING OF LEARNER-CENTERED
THEORIES OF LEARNING AND THE TYPES OF LEARNING
SECTION 2 ILO
RELATE THE DIMENSIONS OF LEARNING IN
SELECTING EFFECTIVE STRATEGIES AND
METHODOLOGIES
SECTION 3 ILO
DESIGN LEARNING ACTIVITIES TO ADDRESS
THE DIVERSE NEEDS OF LEARNERS.
SECTION 4 ILO
DEVELOP MOTIVATIONAL TECHNIQUES FOR
EFFECTIVE LEARNER-CENTERED
LEARNING.
SECTION 5 ILO
DESIGN LEARNING ACTIVITIES TO
FACILITATE THE COGNITIVE AND
METACOGNITIVE PROCESS IN LEARNING.
Module 2
Chapter 2
Child, Adolescent, and Adult Learning
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Introduction
Several factors both internal and external to the individual relate to the kind, or even rate of learning.
One of these factors is age, which in fact is tied to developmental levels. Human development goes through
stages, each having unique characteristics. As such, it is expected that patterns of growth and development
differ from one developmental stage to the other. Hence, there are differences in learning among individuals
across developmental stages. These differences may either be in rate of learning, quality of knowledge or skills
acquired, approach to learning or perspective to learning, to name some.
It is important for teachers to be aware of and know patterns of behavior that characterize
developmental levels. Knowing this will enable teachers to decide what and how to teach students, as well as
the kind of instructional materials, activities and opportunities to be given in the classroom, as well as the
teaching methodologies to be used.
Learning Outcomes
At the end of this module, you are expected to:
1. Discuss the different principles of cognitive development.
2. Compare child, adolescent, and adult learning
3. Discribe the characteristics of young learners, adolescent learning and adult learning.
4. Analyze the differences between adult and adolescent learning in terms of the learning
experiences.
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Learning Point: Principles of Cognitive Development
1. Development proceeds in an orderly and predictable pattern.
Development occurs in orderly manner and follows a certain sequence which, in general is the same
for most children. Each stage of development leads to the next. For instance, all children first learn
to sit up without support before they stand. Similarly, they learn to draw a circle before attempting to
draw a square. This means that improvements in the structure and function in a child’s body come
first in the head region, then in the trunk and last in the leg region. This growth pattern helps to
explain why children sit before they can stand and crawl before they can walk.
2. There are periods of rapid growth spurts in between periods of slower growth.
It means development is not consistent. For example, a learner might proceed through a rapid
growth at early childhood, but slower cognitive growth in adolescence.
3. Different individuals develop at different rates.
Development is the term used to describe the changes in your child’s physical growth, as well as her
ability to learn the social, emotional, behavior, thinking and communication skills she needs for life.
All these areas are linked, and each depends on and influences the others.
4. Develop is continually affected by both nature (heredity) and nurture (environment) (Hurst, n.d.).
The given principles of growth and development are essential for teachers to know. This will help
the teachers to foretell the needs and abilities of the students. For example, when a person
achieves tremendous academic success, did they do so because they are genetically predisposed
to be successful or is it a result of an enriched environment? If a man abuses his wife and kids, is it
because he was born with violent tendencies or is it something, he learned by observing his own
parent's behavior? The teacher can introduce on these concepts by using illustrations.
Learning Point: Young Learners (Children)
Characteristics of young learners
Young learners get bored quickly.
Young learners are meaning-oriented.
Young learners like to discover things.
They are curious to learn and discover new concepts on their own.
Their attention span is noticeably short; thus, they need engaging and entertaining activities so as
not to lose their interest.
They need support and encouragement while learning.
They prefer concrete activities.
They are more egocentric
Learning Point: Adolescent Learning
Characteristics of adolescent learners
Adolescents have a present focus as opposed to a future orientation.
They are in search for personal identity.
They need help and support from the teacher and to be provided with constructive feedback.
Adolescents may be unaware of the consequences of risk- taking behavior.
They need the teacher to build bridges between interests and experiences.
Learning Point: Adult Learning
It was developed by Malcolm Knowles in 1968, Adult Learning Theory or andragogy is the
concept or study of how adults learn and how it differs from children. It aims to show how adult learning
is distinct and identify the learning styles which suit them best. Based on his findings it contains five key
assumptions about adult learners and four principles of andragogy.
1. Self-concept - Adults prefer to learn changes from being instructor-led to a more self-directed
approach.
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2. Adult learner experience - Adults have lots of experience from which they draw knowledge and
references.
3. Readiness to learn - Adults wants or are ready to learn when there is a reason, such as when it is
directed towards growth and development related to their work.
4. Orientation to learning – Adults want what they were learned to be applicable to their everyday
lives, instead of being general learning about a subject. They want to learn practical skills that help
them solve problems and work better.
5. Motivation to learn - Adults wants to learn for their own reasons, for example, to progress in work or
to boost self-esteem.
Differences between adult and adolescent learning in terms of characteristics of the learning experiences
Pedagogy (Adolescent) Andragogy (Adult)
Teacher-structured Learner-structured
Minimal control by the learner Minimal control by the teacher
Focus on training for events to come Focus on assimilation of learning from past
experiences
Encourages convergent thinking Encourages divergent thinking
Focus on memory Focus on thinking/doing
Content supplied by teacher/class materials Content supplied partially by students
Based on specified content standards Outcomes evolve as learning progresses
Educational Implications for Teaching Adult Learners
a. Adult learners want to be treated with respect.
b. Set a cooperative climate for learning in the classroom.
c. Adult learners have rich experience.
d. Develop learning objectives based on the learners’ needs, interest, and skill levels.
e. Design sequential activities to achieve the objectives.
f. Adult are self-directed and goal-oriented learners. They can set learning goals, choose how to learn,
and assess their progress.
g. They must be involved in the planning and evaluation of their instruction.
h. Evaluate the quality of the learning experience and adjust as needed, while assessing needs for
further learning
References:
Facilitating Learner-Centered Teaching by: Dalisay G. Brawner, Ed.D.
[Link] d- theories-
of-learning/652
[Link]
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[Link] [Link]
[Link] d- theories-
of-learning/652
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