Difference between revisions of "Learner-Centered Approach"
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| − | {{Term|LEARNER-CENTERED APPROACH|Educational philosophy in which the focus is on the needs, skills, and interests of the learner rather than on the transmission of course content. The goal is the active exploration, construction, and learning instead of the passive lecture attendance and textbook reading. The teaching and [[Learning Process|learning process]] provides flexible sequences of study, and preview a negotiation of objectives and content, [[Learning Methodologies|learning methodologies]], methods of [[Assessment|assessment]] and a choice of support mechanisms. This approach is accompanied by a [[Problem-Based Learning|problem-based learning]] approach, where the problems are picked so as to fit the interests and needs of the learners. <ref> [http://www.hefce.ac.uk www.hefce.ac.uk](18 March 2008), [http://www.mels.gouv.qc.ca www.mels.gouv.qc.ca](18 March 2008)</ref>}} | + | {{Term|LEARNER-CENTERED APPROACH|Educational philosophy in which the focus is on the needs, skills, and interests of the learner rather than on the transmission of course content. The goal is the active exploration, construction, and learning instead of the passive lecture attendance and textbook reading. The teaching and [[Learning Process|learning process]] provides flexible sequences of study, and preview a negotiation of objectives and content, [[Learning Methodologies|learning methodologies]], methods of [[Assessment|assessment]] and a choice of support mechanisms. This approach is accompanied by a [[Problem-Based Learning (Pbl)|problem-based learning]] approach, where the problems are picked so as to fit the interests and needs of the learners. <ref> [http://www.hefce.ac.uk www.hefce.ac.uk](18 March 2008), [http://www.mels.gouv.qc.ca www.mels.gouv.qc.ca](18 March 2008)</ref>}} |
Latest revision as of 10:35, 22 July 2008
 LEARNER-CENTERED APPROACH |
| Educational philosophy in which the focus is on the needs, skills, and interests of the learner rather than on the transmission of course content. The goal is the active exploration, construction, and learning instead of the passive lecture attendance and textbook reading. The teaching and learning process provides flexible sequences of study, and preview a negotiation of objectives and content, learning methodologies, methods of assessment and a choice of support mechanisms. This approach is accompanied by a problem-based learning approach, where the problems are picked so as to fit the interests and needs of the learners. [1] |
References
- ↑ www.hefce.ac.uk(18 March 2008), www.mels.gouv.qc.ca(18 March 2008)