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In the traditional approach to college teaching, most class time is spent with the
professor lecturing and the students watching and listening. The students work
individually on assignments, and cooperation is discouraged.
Learner-centered teaching methods shift the focus of activity from the teacher to the
learners. These methods include active learning, in which students solve problems,
answer questions, formulate questions of their own, discuss, explain, debate, or
brainstorm during class; cooperative learning, in which students work in teams on
problems and projects under conditions that assure both positive interdependence and
individual accountability; and inductive teaching and learning, in which students are
first presented with challenges (questions or problems) and learn the course material
in the context of addressing the challenges. Inductive methods include inquiry-based
learning, case-based instruction, problem-based learning, project-based learning,
discovery learning, and just-in-time teaching. Learner-centered methods have
repeatedly been shown to be superior to the traditional teacher-centered approach to
instruction, a conclusion that applies whether the assessed outcome is short-term
mastery, long-term retention, or depth of understanding of course material, acquisition
of critical thinking or creative problem-solving skills, formation of positive attitudes
toward the subject being taught, or level of self-confidence in knowledge and skills.
Teacher-centered education
In teacher-centered education, students put all of their focus on the teacher.
You talk, and the students exclusively listen. During activities, students work
alone, and collaboration is discouraged.
Pros
When education is teacher-centered, the classroom remains orderly. Students
are quiet, and you retain full control of the classroom and its activities.
Because students learn on their own, they learn independence and make their
own decisions.
Because you direct all classroom activities, you don’t have to worry that
students will miss an important topic.
Cons
When students work alone, they don’t learn to collaborate with other students,
and their communication skills may suffer.
Teacher-centered instruction can be boring for students. Their minds may
wander, and they may miss important facts.
Teacher-centered instruction doesn’t allow students to express themselves,
ask questions, and direct their own learning.
Student-centered instruction
When a classroom operates with student-centered instruction, students and
instructors share the focus. Instead of listening to the teacher exclusively,
students and teachers interact equally. Group work is encouraged, and
students learn to collaborate and communicate with one another.
Pros
Students learn important communicative and collaborative skills through group
work.
Students learn to direct their own learning, ask questions, and complete tasks
independently.
Students are more interested in learning activities when they can interact with
one another and participate actively.
Cons
Because students are talking, classrooms may often be noisy or chaotic.
Teachers may have to attempt to manage all students’ activities at once,
which can be difficult when students are working on different stages of the
same project.
Because the teacher doesn’t always deliver instruction to all students at once,
some students may miss important facts.
Some students prefer to work alone, so group work can become problematic.
recognize the uniqueness of each student learner and thus provide for adequate tutorial
guidance, and other support services suited to bring about a wholesome development in the
Individualized instruction is about using teaching strategies that connect with individual
student’s learning strategies. The ultimate goal is to provide a learning environment that
challenge by taking diverse student factors into account when planning and delivering
instruction. Based on this theory, teachers can structure learning environments that
address the variety of learning styles, interests, and abilities found within a classroom.
In this strategy the teacher shouldn’t always stick to the same pattern of teaching rather
they should adapt new ways such as teaching through audio, video, field trip, etc. so that
students have multiple options for taking in information and making sense of ideas.
and individual success by meeting each student where he or she is, and assisting in the
learning process. It provides the opportunity for students to learn at their own pace, in
Since most of the teaching is done through lecturing, the role of students are to listen and
if felt necessary take note of them. The learning of the leaners greatly dependent on
their listening habit and sense of hearing, thus helping them in enhancing their listening
habit.
Here the smaller the number of students are the greater is the advantage of the teachers
in teaching or explaining a lesson or to demonstrate a technique to their students. In
short smaller the number of students , more efficient the teaching or demonstration will
be.
• Individualizing instruction allows each student to progress through the curriculum at his or
her own pace.
It aims at how much the learner learn and pace at which they learn. Less important is given
to covering the topics in the cirrcullum. Viatl importances is given to the progress the
learner are making in the field of learner at his or her own pace(the rate and speed at
which they learn).
• Long term retention as they note down what they usually understand.
While the teacher is teaching in the class, students are acitvely engage in taking note of
what they really understand instead of what the teacher explain. They usually note down
what thay undarstand and are usually listed in their own words. So, this help them to
retain the information for a longer period of time.
The strategy is more concern about how much a single child is able to learn, retain and his
oa her progress not as a group, class and team. As the current phase of children education
says ‘no child is left behind’ . so, the focus is on a child as an individual.
1. Make the students clear about the key points and generalization to make sure that all
learners gain a powerful and strong understanding so that they can have a good foundation
for their future learning. Teachers are encouraged to identify essential concepts and
Assessment should occur before, during, and following the instructional episode. The
assessment carried out before and during can be incorporated into classroom practice; it
provides information needed to adjust teaching and learning while they are happening. E.g.
Observation, questioning strategies, self and peer assessment, student’s record keeping.
The assessment carried out before and during instructional episode is called formative
3. Emphasize and stress more on critical and creative thinking while designing a lesson. What
ever task and activities that we provide to the students should be up to the student’s level
and understanding, so that they can understand easily and will apply meaning. Instruction
may require supports, additional motivation, varied tasks, materials, or equipment for
4. Engaging all learners is essential. We should engage and make the students participate in
class activities. For that teachers should develop their lesson to engage and motivate the
students.
balance between the task and activities that are assigned by the teachers and the tasks
selected by the students, the learning will be most favorable and desirable.
Some students are kinesthetic learners, requiring a hands-on approach to learning. Some
students learn visually, excelling when they can read or see photographs of the material.
Finally, some students learn best through listening, learning best when they can hear and
While one student may be creative, another student may be analytical. While one student
may be mechanical, another student may excel at writing. Teaching requires differentiated
information and devoting more time to working on the skills, the teachers
guide each student through the educational process. A student that might,
The IEP is intended to help children reach educational goals more easily than they
otherwise would and must especially help teachers and related service providers
understand the student's disability and how the disability affects the learning process.
students.
Differentiating does not mean providing separate, unrelated activities for each student but
does mean providing interrelated activities that are based on student needs for the
purpose of ensuring that all students come to a similar grasp of a skill or idea.
and Products.
Content
Content can be described as the knowledge, skills and attitudes we want children to learn.
Individualizing content requires that students are pre-tested so the teacher can identify
the students who do not require direct instruction. Students demonstrating understanding
of the concept can skip the instruction step and proceed to apply the concepts to the task
to accelerate their rate of progress. They can work ahead independently on some projects,
These include acts, concepts, generalizations or principles, attitudes, and skills. The
students gain access to important learning. Access to the content is seen as key.
instructional goals and objectives. An objectives-driven menu makes it easier to find the
The instructional concepts should be broad based and not focused on minute details or
unlimited facts. Teachers must focus on the concepts, principles and skills that students
should learn. The content of instruction should address the same concepts with all
students but be adjusted by degree of complexity for the diversity of learners in the
classroom.
Process
important to give students alternative paths to manipulate the ideas embedded within the
concept. For example students may use graphic organizers, maps, diagrams or charts to
display their comprehension of concepts covered. Varying the complexity of the graphic
organizer can very effectively facilitate differing levels of cognitive processing for
Strategies for flexible grouping are essential. Learners are expected to interact and work
together as they develop knowledge of new content. Teachers may conduct whole-class
introductory discussions of content big ideas followed by small group or pair work. Student
groups may be coached from within or by the teacher to complete assigned tasks. Grouping
of students is not fixed. Based on the content, project, and on-going evaluations, grouping
instruction.
Products
product that students create to demonstrate mastery of the concepts. Students working
below grade level may have reduced performance expectations, while students above grade
level may be asked to produce work that requires more complex or more advanced thinking.
There are many sources of alternative product ideas available to teachers. However
Initial and on-going assessment of student readiness and growth are essential.
performance assessments, and more formal evaluation procedures. Incorporating pre and
and scaffolds for the varying needs, interests and abilities that exist in classrooms of
diverse students.
Teacher’s respect that each task put before the learner will be interesting, engaging, and
accessible to essential understanding and skills. Each child should feel challenged most of
the time.
product allows varied means of expression, alternative procedures, and provides varying
Advantages:
1. Student-Centric
teachers are able to adjust the content of the syllabus. This encourages critical
thinking in students, and gives them a chance to come forward and demonstrate
what they have learned. It also creates a sense of equality among students,
including the ones with a learning disability. Differentiated learning provides ample
opportunity for students to aim and attain academic success with aplomb.
standards of learning in a big way. The true essence of this practice lies in the
realization that learners and their abilities, readiness and interests vary. Educators
have the liberty to set up classrooms and devise methods that would aid all
Differentiation does not have hard and fast rules; it is all about options.
4. Provides the opportunity for students to learn at their own pace, in their own way, and be
successful.
6. Maximizes each student’s growth and individual success by meeting each student
7. Helps in providing for the uniqueness of each child in terms of his/her particular
Disadvantages:
15–30 minutes; at the secondary level, kids rotate in and out every 37 or 42 minutes. It
2. Class size and teaching load are two of the biggest constraints.
A teacher who works with150 kids a day gets glassy-eyed when told he needs to get to
know those kids better. It's doable, but we would be far more efficient by arranging
schedules so teachers had fewer students to get to know or kept them over longer periods
of time.
3. Teacher Preparedness.
teacher’s lack of knowledge and ignorance could be further aggravated when the school
instruction.
A planning model can be used to help teachers make decisions about differentiated
instruction and assessment. Each phase of the planning model will be explained.
1. Established what needs to be taught. First, consider the standards, benchmarks, essential
questions, or expectation to be taught. It should be clear what the students should know,
to be able to do, or be like after the learning experience. Determine which assessment
strategies will be used to collect data (logs, checklists, journals, observations, portfolios,
rubrics).
Essential questions may be developed that will be visible and posted throughout the unit so
that the students can consider the questions as they work on tasks.
2. Identify the content, including facts, vocabulary, and essential skills.
3. Activate. Determine what students know and what they need to learn next. This may be
done 1 to 3 weeks prior to the unit to allow plenty of time for planning learning activities,
grouping activities, and raising anticipation about the new topic. “Emotional hooks” can be
used to engage and to capture the attention of the students through challenge, novelty,
sometimes formal and other times informal. It is essential to select an assessment tool
that best shows student’s prior knowledge, background experience and attitudes and
4. Acquire. Decide what new information and skills students need to learn and how they will
acquire the knowledge. Also decide whether the acquisition will take place in a total group
Now it is time to lay out the plan. Determine how the information is the best taught to this
particular group of students. In this step, weed through the resources available and find
the materials that will best meet the needs of these students. Focus on quality materials
and remember that what works for one group does not always work for another group.
5. Apply and adjust. Students need the opportunities to practice and become actively engaged
with the new learning in order to understand and retain it. Determine how the students will
be grouped and what tasks will be assigned to challenge them at the appropriate levels.