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Teachers as co-learners in class

The paradigm shift from traditional teaching methods by focusing on how students learn instead of how teachers teach is called learner-centered teaching. Educators need to question themselves on “How can I improve my students’ learning?” instead of the often asked “How can I improve my teaching?” (Weimer, 2002).

Learner-centered teaching are assumption that students are capable learners who will blossom as power shifts to a more egalitarian classroom; a way for students to critically think about the big questions in the field using content not as a collection of isolated facts; teacher authoritarian to students as knowledge explorer; students responsible for their own learning and assessment as to promote learning.


Educators now are co-learners, helps on active learning, assist in problem-based learning and, more generally, a thoughtful understanding of what the best teachers actually do in their classrooms.

Educators now need to foster critical thinking, have a strong trust in students, and are life-long learners themselves.

Activities expected to the learner-centered movement, could be exchanging lecture notes and multi-bullet point slides for a more active, engaging, collaborative style of teaching.

Learner-centered teaching involves connecting with knowledge and students at the same time. Educators must be able to learn and think along the minds of students.

Students become lifelong learners by developing their critical thinking skills and self-management abilities; they are more likely to have success in the “real world” than if they were merely test takers.

Learner-centered teaching requires us to “doing something to students” (teaching) to “doing something with students” (teaching and learning) to “being with students” (learning).

Utilizing small work groups, personal work portfolios, and student-driven classroom experiences, and reported higher grades among to work collaboratively and take responsibility for their learning are the measurement called for.

A key perspective in understanding the impact of a learner-centered model is through the eyes of students and the balancing of power in the classroom to the students.

Collecting data from a student perspective is consistent with a learner-centered philosophy, in which students do something instead of having something done to them. Increase understanding of learner-centered teaching through a student perspective and add to the body of knowledge so that teachers can better implement this model is something educators need to improvise.

The learner-centered requires educators to trust students and do less teaching; educators are more to be a facilitator, evaluator and both learner and teacher. Whether educators can go along with the shift is indeed challenging.


Azizi Ahmad Kuala Lumpur The STAR Education Let's Hear It 9 April 2017

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