APPLICATION OF A LEARNER-CENTERED MODEL

BY: YADIRA EDITH OCEGUERA GUAREÑO

INTRODUCTION

Technological advancements in computing and wireless communication combined with the rapid
adoption of sophisticated mobile multimedia devices and applications have created new software
tools for people to connect and interact, changing the ways we communicate, collaborate and learn.

In traditional classroom settings, teachers lecture while their students sit passively listening and
watching, perhaps one student at a time might be called upon to reflect or answer a question. Today,
this is known as a “teacher-centered” approach to learning1. This typically occurs when there is no
use of technology in the classroom.

In contrast, a “student-centered” approach shifts the focus of activity from the teacher to the learners.
The teacher moves into a facilitator role and pays close attention to each student’s interests, abilities,
and learning styles.

In this paper, a justification of the application of a student-centered model as a complement of the

face-to-face English as a foreign language classes taught at a primary school will be explained.

ANALYSIS
THE ASSESSMENT CONTEXT

A group of children at the 6th grade of primary school. They have a textbook which needs to be fulfilled.
The course is based in such textbook. The textbook (Twist and Shout. Macmillan) is the 6th of a six-
level primary series in American English and it is directed to schools with few hours of English
teaching per week. In the case of this Institution children have only three frequencies of forty-five
minutes each, per week. Students are expected to use English in the classroom context, since most
of them do not have a chance to practice outside of the school. According to Heaton (1991), this must

1
Retrieved from the Internet on November 20th, 2017: https://education.cu-portland.edu/blog/classroom-
resources/which-is-best-teacher-centered-or-student-centered-education/
be taken into account when designing assessing of language. At the end of the present course
students are expected to reach the A1 movers level of English, as can be found in the Quick
Reference Level Chart of the Macmillan’s catalogue 2. The descriptor for this level is as follows: Can
understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction
of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions
about personal details such as where he/she lives, people he/she knows and things he/she has. Can
interact in a simple way provided the other person talks slowly and clearly and is prepared to help. 3

BLENDED LEARNING

The most common definition of Blended Learning (BL) is that which involves a combination
of face-to-face environments characterized by synchronous interaction with information and
communication in technology-based settings, which are asynchronous, and where students work
independently (Graham, 2006). Singh, (2003), has pointed out that BL not only offers more choices
but it is also more effective, providing students with the best of both worlds: the online and the face-
to-face classroom component.

It is obvious that blending different modalities and methods of English learning assists
teachers in designing relevant and engaging activities to drive learners from passive to active
participants involved in their own learning. The new learning technologies, such as Internet-based
audio and video communication, e-portfolios and social networking tools including blogs and wikis,
create new blending potentials and extend students’ exposure to the foreign language.

STUDENT-CENTERED LEARNING ACTIVITIES

Common student-centered learning activities include:

• Active learning (problem solving, answering questions, discussing, formulating questions,

debating).

• Cooperative learning (collaboration with classmates).

2
Can be retrieved at:
http://www.macmillanenglish.com/uploadedFiles/wwwmacmillanenglishcom/Content/Catalogue/RegionalC
atalogues/Macmillan%20Mexico%20Catalogue%202015.pdf

3
Retrieved from the Internet on November 20th, 2017: https://tracktest.eu/english-levels-cefr/
• Inquiry-based instruction.

• Project-based learning.

These approaches personalize the learning process and significantly increase student involvement
in individualized activities, and number of students participating concurrently. It also encourages
flexibility and adaptability.

RATIONALE FOR COMPLEMENTED FACE-TO-FACE LEARNING

Few opportunities for interaction in the classroom due to mixed ability and proficiency levels
are good reasons for adopting a student-centered approach in combination with face-to-face learning
in the classroom. Pedagogical studies consider that students learn more effectively when they are
active, motivated and engaged, when they have opportunities for dialogue with peers and receive
feed-back on their productions. Besides, learning itself is socially constructed and most effective when
students interact with one another most of the times in an informal, unstructured way.

In the learning context presented, to involve children with online resources would be easier than doing
it with adult learners, since 21st century children are fully involved with new technologies and are fast
technology learners.

Technology provides essential tools to create a student-centered learning environment. The careful
integration of technology into the classroom provides teachers and students with a limitless amount
of educational resources that transform learning – inspiring creativity, collaboration, and critical
thinking.

Keeping this view in mind, a blended environment which could complement everyday classroom
activities, provides an encouraging situation for both the traditional classrooms and the online
settings. In other words, it is a range of delivery methods to meet the course objectives. To sum up,
below are the advantages of complementing traditional learning:

• Increased communication

• Engagement of face-to-face communication

• Sense of community

• Improved academic performance

• Collaborative tasks
• Adequate feedback

• Active participation

• Providing help

• Fun and practical manner of teaching and learning.

CONCLUSION

A blended or hybrid approach to instruction is ideal for the 21st century learner. A blended approach
takes advantage of the best features of both face-to-face and online educational resources. It is
achieved through a variety of instructional approaches.

Successfully integrating technology and creating a blended, student-centered learning environment

is no easy task. While there is no best way to create this environment, determining which tools to use
and how to use them requires elements of creativity, experimentation, collaboration, and patience.

Today’s instructional technologies are extremely dynamic. Teachers need to be flexible to this reality,
trying different tools and assessing student learning and engagement as they do. This type of
experimentation initially can be discomforting to teachers. It is important that schools provide the
necessary support to help them be successful in this experimental process.

References:

GRAHAM, C. (2006). “BLENDED LEARNING SYSTEMS, DEFINITIONS, CURRENT TRENDS AND FUTURE

DIRECTIONS”. T HE HANDBOOK OF BLENDED LEARNING : G LOBAL PERSPECTIVES , LOCAL DESIGNS . S AN

FRANCISCO: JOHN WILEY AND SONS.

HEATON, J. 1991. WRITING ENGLISH LANGUAGE TESTS. L ONGMAN, U.K.

SINGH, H. (2003 ). BUILDING EFFECTIVE BLENDED LEARNING PROGRAMS. EDUCATIONAL TECHNOLOGY, 43/
6, 51-54.

STARLING, ANDREW. 2008. TWIST AND SHOUT 6, TEACHER’S EDITION. MACMILLAN PUBLISHERS.