Learner-Centered Teaching Methods MCQ Quiz in मल्याळम - Objective Question with Answer for Learner-Centered Teaching Methods - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

The correct response is ​Hands-on activities, problem-solving, and reflection on experiences.

Key Points

• Dewey believed that learning happens best through active engagement and practical application.
• He advocated for learning environments that encouraged students to explore, experiment, solve problems, and reflect on their experiences to gain deeper understanding and build lasting knowledge.

Additional Information

1. Passive absorption: Dewey criticized traditional education methods that rely on lectures and rote memorization. He believed learning is dynamic and requires active participation, not passive listening or reading.

2. Independent study without interaction: While Dewey valued individual exploration, he also saw collaboration and social interaction as crucial for learning. He envisioned schools as microcosms of democratic communities, where students learn together through shared experiences and problem-solving.

3. Strict adherence to rules: Dewey challenged overly structured environments and believed that creative exploration and questioning are essential for learning. He advocated for flexible learning environments that encourage students to experiment, solve problems, and reflect on their experiences, rather than blindly follow established rules.

Both Statement I and Statement II are correct.

Key Points Statement I: Learner-centered approach is not centered on teacher needs.

• A learner-centered approach is centered on the needs and interests of the learners, rather than the teacher.
• The teacher's role is to facilitate the learning process, rather than to dictate it.

Thus, Learner-centered approach is not centered on teacher needs but on learner's requirements.

Statement II: The learner-centered approach revolves around collaboratively determining the subject matter.

• A learner-centered approach involves a cooperative determination of subject matter, where learners are encouraged to participate in the selection and development of the topics and materials that will be covered in the learning process.
• However, this is not the only defining characteristic of a learner-centered approach.
• Other features of a learner-centered approach may include personalized learning, active and experiential learning, and a focus on metacognitive skills.

Hence, Both Statement I and Statement II are correct..

Learner-centered or child-centered education (instruction):

• A child is the center of all the activities of learning, which may be curricular or co-curricular.
• The teacher will act as a facilitator, not a dictator( everything is a teacher).
• Instruction method means the teacher's way of teaching or instructing the children about what to do and how to do something,  exploring things with curiosity, and doing things themselves.

Characteristics of learner-centers instruction: -

• Learner-centered teaching methods shift the focus of activity from the teacher to the learners.
• The inductive method of teaching and learning is used (inductive method means giving example and then introducing the rule, known to unknown).
• A learner-centered approach views learners as active agents of society.
• Learner brings their own knowledge, past experiences, education, and ideas. This impacts how they take on board new information and learn.  It differs significantly from a traditional instructor-centered approach.
• Teachers and students work as partners to get them both involved in the instruction and learning processes.
• In this course, you can acquire all the strategies, tips, and tools you need to shift your classroom to one that centers on the learner. This class will be learning by doing.
• Exploration of ideas and mistakes is also done by students.
• Overall a constructivist approach and learning environment are created
• Qualitative evaluation and assessment will be followed.
• A learning goal is more important than a performance test.
• The learner is the end and means of learning.
• Creativity is promoted.

Thus, we may say from the above discussion is that 

• The learner is active in class
• Autonomy is mainly followed by the learner
• Participation and ideas learned will be welcomed even if its a mistake of the learner

But the less active and passive type of learner is not focused on the learner-centered instruction method.

The correct response is Facilitating a project where students research local environmental issues and propose solutions.

Key Points

•  Option 3 promotes student-centered learning by placing them in the driver's seat.
• They actively research, analyze, and propose solutions, fostering critical thinking, collaboration, and ownership of their learning.
• The other options involve passive information consumption or guided experiences, aligning more with teacher-centeredness.

Additional Information

Student-centered learning (SCL) flips the traditional classroom script, shifting the focus from teacher-directed instruction to active student engagement. It's an umbrella term encompassing various approaches that prioritize the individual needs, interests, and learning styles of each student. Here are some key characteristics:

1. Shift in Ownership: Students become partners in their learning journey, taking ownership of their goals, pace, and even to some extent, content exploration. This can involve activities like project-based learning, choice boards, or personalized learning plans.

2. Active Engagement: SCL moves beyond passive knowledge absorption. Students participate actively in discussions, problem-solving, and collaborative activities. This could involve simulations, debates, group research, or creative presentations.

3. Differentiated Instruction: Teachers cater to individual differences by employing diverse teaching methods, resources, and assessments. This might involve offering multiple pathways to mastery, tiered activities, or personalized feedback.

4. Focus on Inquiry and Critical Thinking: Instead of simply memorizing facts, students are encouraged to ask questions, analyze information, and form their own conclusions. This can happen through open-ended questioning, research projects, or problem-solving tasks.

5. Development of 21st Century Skills: SCL emphasizes skills like collaboration, communication, creativity, and critical thinking that are crucial for success in the modern world. Students learn to solve real-world problems, adapt to change, and think independently.

A classroom or schoolroom is a learning space in which both children and adults learn. Classrooms are found in educational institutions of all kinds, ranging from preschools to universities, and may also be found in other places where education or training is provided, such as corporations and religious and humanitarian organizations. The classroom provides a space where learning can take place uninterrupted by outside distractions.

Important Points

• Student-centered or child-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student.
• In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting to their skills, and the basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement.

Learner-centered education includes the following:

• Active participation of children
• The learning environment should not be restricted.
• Different methods of teachings according to the needs of the child.
• Hand-on activities for kids
• Teacher acting as a facilitator.

HintA classroom is having the following features:

1. The teacher tries to motivate the learner before he/she starts the teaching-learning process.
2. Opportunities are provided to the students for questioning, exploration, and experimentation.
3. Students often ask questions to the teachers for clarity of the concepts

Such a classroom can be characterized as Learner-centered as, there is a shift where the focus of instruction is from the teacher to the student.

Additional Information

• Teacher-centered: Sometimes called the “Sage on the Stage” style, the teacher-centered model positions the teacher as the expert in charge of imparting knowledge to his or her students via lectures or direct instruction. In this setting, students are sometimes described as “empty vessels,” listening to and absorbing information. Though the teacher-centered method is historically considered the more traditional approach, the education field has evolved to recognize the significant benefits of empowering students to be more active participants in their learning.
• Subject-centered: A model where the curriculum is divided into subject areas, and there is little flexibility for cross-curricular activity. Subjects are siloed. Emphasis is placed on acquisition, memorization, and knowledge of each specific content area. In a subject-centered approach to curriculum, each content area contains its own set of skills and concepts for mastering that content.

A non-technical, non-scientific approach to curriculum development is a flexible process that focuses on designing educational plans and materials in a way that is adaptable and responsive to the needs and interests of learners. It emphasizes a more holistic and learner-centered approach, considering various factors such as students' backgrounds, goals, and learning styles to create a meaningful and effective curriculum.

Key PointsHeuristic:

• A heuristic approach to curriculum development is a non-linear, iterative process that emphasizes the importance of trial and error, flexibility, and creativity

​Here are some of the key features of a heuristic approach to curriculum development:

• This approach is based on the idea that there is no one right way to develop a curriculum, and that the best curriculum is one that is tailored to the specific needs of the students and the community.

• It allows for flexibility and creativity in the development of the curriculum.
• It allows for the curriculum to be tailored to the specific needs of the students and the community.
• It is an ongoing process, rather than a one-time event.

Therefore, according to the non technical - non scientific approach (flexible), the process of curriculum development is heuristic.

Additional Information

The heuristic approach to curriculum development typically involves the following steps: 

1. Identify the needs of the students and the community. This step involves gathering information about the students' interests, abilities, and needs, as well as the needs of the community.
2. Develop a set of learning goals. The learning goals should be specific, measurable, achievable, relevant, and time-bound.
3. Identify resources. This step involves identifying the resources that will be needed to implement the curriculum, such as materials, time, and personnel.
4. Plan the curriculum. This step involves developing a plan for how the curriculum will be implemented, including the sequence of lessons, the activities that will be used, and the assessments that will be used to measure student learning.
5. Implement the curriculum. This step involves putting the plan into action and teaching the lessons.
6. Assess student learning. This step involves using the assessments to measure student learning and to make adjustments to the curriculum as needed.
7. Reflect on the curriculum. This step involves reflecting on the effectiveness of the curriculum and making changes as needed.

Discovery method is otherwise known as ‘Heuristic Method”. The word Heuristic is derived from the Greek word ‘Heurisca’ which means ‘to find out’. It is also known as the ‘Inquiry Method’. The Stages of Discovery Method are the identification of a problem, experimentation and observation, Problem-solving and Evaluation. However, one may face certain difficulties in classroom transaction using the discovery method such as:

• All the students may not participate in the teaching-learning situation.
• Very few of them may ask questions related to the problem given.
• Sometime the students may stop questioning.
• Sometime the students would need some reference materials.
• Sometime the students would need some apparatus / equipments to conduct an experiment.
• Sometime the students may not formulate hypotheses relating to the problem.

The correct answer is A piece of work which exposes learners to language.

Key Points

A piece of work which exposes learners to language: 

• This option aligns well with the principles of task-based language learning.
• In TBLL, tasks are designed to involve learners in authentic language use situations where they need to use the target language to accomplish specific objectives.
• These tasks simulate real-life scenarios to help learners practice the language in meaningful contexts, thereby exposing them to the language in use.

Additional Information

• This definition does not pertain to task-based language learning (TBLL) as it involves parents doing children's homework, which is unrelated to the principles of TBLL. TBLL focuses on the learner's direct engagement with language through tasks, not on the involvement of parents in completing assignments.

• While tasks in TBLL are often facilitated by teachers and do occur within classroom settings, this definition mistakenly implies that the tasks are for teachers to do. In TBLL, the emphasis is on what the learners do; the teachers facilitate the tasks and guide the learning process.

Collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual finds out and is accountable to each other. This method allows face-to-face conversation and discussions using the computers also (like online forums, chat rooms etc.). Methods for examining collaborative learning processes hence include conversation analysis and statistical discourse analysis.

• It can take place any time students work together, for example, when they help each other with homework. Cooperative learning takes place when students work together in the same place on a structured project in a small group.
• It is more a qualitative approach, analyzing student’s talk in response to a place in literature or a primary source in history. Cooperative learning on the other hand tends to use quantitative methods which look at achievement (the product of learning).
• In this approach, once the task is set which is always open-ended, the teacher transfers all authority to the group. It is up to the group to plan and perform the task as per their combined effort. In the cooperative learning approach, the authority remains with the teacher who retains ownership of the task, and he/she continuously monitor, guide and suggest modifications to keep the group on the track of solving the problem.
• It truly empowers students whereas cooperative learning does not. Instead, cooperative learning employs them to serve the teacher’s ends and produces a ‘right’ or acceptable answer.
• Collaboration in education is a dialogue between the student, teacher and the curriculum. Students are viewed as problem solvers, and problem-solving and inquiry approaches are employed for emphasising cognitive skills. This views teaching as a ‘conversation’ in which teachers and students learn together through a process of negotiation with the curriculum to develop a shared view of the world. Cooperation, on the other hand, represents the best means to approach mastery of fundamental knowledge. Once students become reasonably conversant, they are ready for collaborative, ready to discuss and assess.

Hence, we conclude that the above statement is about collaborative learning.

When technology integration in the classroom is seamless and thoughtful, students not only become more engaged, they begin to take more control over their own learning, too. Effective technology integration changes classroom dynamics, encouraging student-centered project-based learning. A suitable instructional plan is developed by integrating technology.

Key Points

• By incorporating modern technology like artificial intelligence, for instance, teachers can develop more creative and innovative lesson plans to hold the attention of their classes.
• The use of technology caters to the individual differences of the learners. Many believe that technology can enhance individual learning, removing educational boundaries that teachers may face. It enables online education, distance learning, and access to up-to-date information. Because each student interprets this information differently, technology can enable more research into subjects that are more difficult to learn.
• The teacher uses technology to know the needs of the classroom. Not to mention, as new methods of teaching develop, so does the need for specialized professionals both within and outside of the education field.  As we all know, technology is widely used by professionals across a wide range of fields and industries.
• Its inclusion in the classroom may help students feel more ease and familiarity with new ideas. It can also enhance class interaction by encouraging collaboration of differing learning styles. The use of Projector, ppts videos and other audiovisual aids aim to fast track their learning process in the classroom.
• Technology, as a source of communication, has opened wide branches where the teacher and student stay in continuous contact by interacting over the internet. While the teacher is sitting in front of his computer, the student can communicate with his/her mentor at home via the Internet, in this case, they have found a new way to communicate, and open the door to communicate and discuss matters related to the student in his study. Students can also communicate with each other regarding their homework or their research process.