PEDAGOGY

Pedagogy is the study of teaching methods, including the aims of education and the ways in
which such goals may be achieved. The field relies heavily on educational psychology, which
encompasses scientific theories of learning and to some extent on the philosophy of education,
which considers the aims and values of education from a philosophical perspective.
Pedagogy is the relationship between learning techniques and culture. It is determined based on
an
educator’s beliefs about how learning takes place. Pedagogy requires meaningful classroom
interactions between educators and learners.

The goal is to help students build on prior learning and develop skills and attitudes
Advantages of pedagogy to the kids

1. Improves quality of teaching

If a well taught pedagogy is implemented in the classroom, the quality of education can
show drastic improvement. This will benefit the students by helping them thoroughly
understand the education material, thereby improving the learning outcomes.
2. Encourage cooperative learning environment
The implementation of pedagogy in education encourages the students to work together
towards completing a task and learn together. This increases their perceptions by
understanding and taking views from the other students, thereby adapting the cooperative
learning environments making them better leaders in future.
3. Eliminates monotonous learning
Pedagogy and child development work hand in hand it helps the students to think in
different ways and move beyond the traditional methods of memorization and
comprehension for
learning. It involves complex processes of learning among the students such as analyzing,
creative thinking and evaluation. It makes students more receptive to what the teacher is
teaching.
4. Students can follow their ways of learning.
A well thought pedagogy can help the student to grasp education in various ways. It
caters to the learning abilities of different students. Students can follow their preferred
ways of learning and stick to them. In this way the students develop a better
understanding of the subject, which eventually improves their skills and learning
outcomes
5. Improves teacher _student communication
The teacher understands the student in a better way which helps them to focus on the
student’s weaknesses and guide them.
6. Convenient learning approach for all
Students with special needs require different ways of learning and teaching in the
institutes . Implementation of a suitable pedagogical approach will help them learn better
and encourage
them to be part of the mainstream learning community.
Types of pedagogy
 7. Social pedagogy
It is aimed towards the social development, awareness and well being of the students. The
teaching must consist of values and moral education.
8. Critical pedagogy

It aims towards comprehending and deconstructing several daily life problems and issues. It
encourages the students to dig deeper into things and try to understand their thoughts and
beliefs on a certain topic.

3. Culturally responsive pedagogy

It aims to address the cultural diversity among students. It helps to comprehend cultural
differences among the students and increases awareness about cultural differences in
school.
4. Socratic pedagogy
It aims to encourage the students to gain more knowledge from other sources along with
what is provided to them . This helps the students to find alternative solutions to the
problems.
Approaches of pedagogy
5. Constructivist
In this approach, the students are allowed to be present in the process of understanding
and gaining knowledge rather than just passively receiving information. This encourages
critical thinking among the students and gives a learning environment in which they can
connect with what they are hearing.
6. Collaborative
The students form groups of learners that learn together and work to solve a problem,
build strategies, ideas, create products or complete a task. This is a joint intellectual
effort by the students among themselves or with the help of the teachers.
7. Integrative
The students are given a learning environment that helps them in connecting with their
learning across the syllabus.
8. Reflective
The students are expected to evaluate themselves. It means observing the activities of
the teachers and other students in the classroom and analyzing why they do it and how
it works
9. Inquiry _based learning
The educators are expected to not just answer the queries of the students, but also
build a culture where their ideas are explored , challenged, improved, and refined. It
aims to take the students from the position of wondering about a question to
understanding the answer and then questioning it further.

Pedagogy and Competencey Based Curriculum

The New education system in Kenya, the CBC is a good start in improving our education system.
The learning is competency based and students can learn relevant things that are applicable to
their lives as well as to the modern society. However, CBC alone is not enough to for good
education and without pedagogy, then is the CBC less effective.
Teachers should not only be be trained on how to teach the different subjects alone. They should
first learn pedagogy, which is important for them to understand their students better, before they
can impact knowledge to the students.

With a training in Pedagogy, the teachers are able to to set lessons that are competency oriented
and based on the students knowlegde and ability to understand the lesson as well as the lessons
that are relevant to the students on current time.

How to teach?

1. Teaching and learning approaches

Here you find didactical principles that describe on a meta-level how learning should be
facilitated. There exists a diversity of terms and corresponding concepts (principles of learning,
learning design, teaching strategy, didactic approach, teaching-learning arrangements etc.) that
we named and summarized as teaching and learning approaches. We define teaching and
learning approaches as theoretical concepts that describe on a meta-level how learning should be
facilitated (for competence-oriented teaching and learning). Pedagogical approaches are linked to
course formats and teaching methods, but not in a one-to-one matching.

In the following section we briefly describe the most relevant teaching and learning approaches
for HESD and HEE as it appeared in the results of the literature review (Mindt and Rieckmann,
2017). For each approach, we explain the core idea and the main objective focusing of its use in
HESD and HEE. We also show linkages to other approaches. Furthermore, we provide sources
of articles that might be helpful to get a deeper understanding of the approach.

 Active learning
 Learner-centered learning
 Reflective learning
 Collaborative learning
 Experiential learning
 Problem-based learning

Active learning

Core idea

From a constructivist perspective, competencies, including knowledge, attitudes and skills,

cannot be taught but have to be actively acquired by the learner him- or herself. The learner has
to elaborate on knowledge, rethink it critically and integrate it in his/her own framework. “Active
learning is the generic term for teaching pedagogies that require the educator to privilege the
learner’s participation over his or her own declarative knowledge of the subject” (MacVaugh &
Norton, 2012).

Main objective
Active learning shall foster “increased personal motivation, reduction of strategic learning
behavior, improving deep understanding, development of critical thinking and development of
reflexive abilities that support life-long learning” (MacVaugh & Norton, 2012, p. 74). Active
learning can be contrasted to more traditional forms of teaching like memorization that produce
“sluggish” knowledge (MacVaugh & Norton, 2012).

Teacher’s role

Having quoted the statement above, almost everything is said about the teacher’s role and his/her
attitude towards teaching in an active learning approach. It emphasizes the learner’s agency and
responsibility in acquiring and constructing knowledge. Therefore, the teacher assumes the role
of a facilitator of learning processes. He/She “only” inspires for topics and learning activities.

Synonyms or similar approaches

Participatory learning

Linkages

Active learning as a fundamental principle for competence development is included in almost all
other teaching and learning approaches.

Learner-centered learning

Core idea

Learner-centered approaches see students as autonomous learners who are responsible for setting
and achieving their learning targets by choosing how, when and where they learn (Harkema &
Schout, 2008; Jones & English, 2004). Students’ prior knowledge as well as their experiences in
the social context are the starting points for stimulating learning processes of students who define
their learning target and construct their own knowledge base (Barth, 2015; Harkema & Schout,
2008). It “includes collaborative activities, goal-driven tasks, intellectual discovery, activities
that heighten thinking, and activities that provide practice in learning skills” (Jones & English,
2004, p. 420).

Main objective

Learner-centered “emphasizes the active development of knowledge rather than its mere
transfer” (Barth, 2015, p. 92). Or put another way, it aims at deeper learning processes, not at
passive experiences (Jones & English, 2004). Especially in self-directed learning approaches,
learning about one’s own learning strategies becomes an explicit topic and students can develop
their learning competence.

Teacher’s role
Learner-centered approaches require students to reflect on their own knowledge and learning
processes in order to manage and monitor them. Teachers should give guidance for those
reflections. Learner-centered approaches change the role of a teacher who becomes the
moderator and coach of learning process (instead of being someone who only transfers structured
knowledge).

self-directed learning

Learner-centered approaches are directly linked to active learning.

Reflective learning

Core idea

Competence development and active construction of knowledge take place through reflection.
Contents and experiences are deeply elaborated, rethought and integrated into existing frames of
reference (or the frames are adapted). Reflection is an abstract, higher order cognitive skill that
needs extra time and space to occur. For example, explicit reflection is the complementary part
to action or “learning by doing” (Cörvers et al., 2016), because it includes critically reflecting
and analyzing problems on a more conceptual, abstract level (Barth, 2015).

Main objective

Reflection aims at a comprehensive competence development (Cörvers et al., 2016). Reflection

also has the power to change existing frames of reference for transformative learning.

Teacher’s role

The teacher is a facilitator of learning processes. It is his/her responsibility to stimulate reflection

that integrates ethical and value-based considerations e.g. in problem-solving activities that links
action and theory.

Synonyms or similar approaches

learning by reflection, debriefing, reviewing

Reflective learning is an integral part of competence-oriented teaching and learning. It is part of

almost all other competence-oriented teaching and learning approaches like problem-based
learning (which is inquiry plus reflection of an issue), experiential learning (which is experience
plus reflection of an issue) or service-learning (which is linking disciplinary, formal learning
with informal learning in a service through reflection).

Collaborative learning

Core idea
Collaborative learning simply means that students learn together. When students learn together
collaboratively in small groups, they can share knowledge, but moreover they can challenge and
negotiate their knowledge, attitudes and beliefs, so that learning effects can be maximized
(Cörvers et al., 2016). The learning is more dynamic and motivating. They “synthezise,
communicate, and discuss ideas in ways that advance conceptual understanding” (Slavich &
Zimbardo, 2012, p. 571). It underlines competence development as a social activity. It “involves
joint learning processes with participation and empathy as critical factors” (Barth, 2015, p. 93).
The difference to cooperative learning has to be stressed, where learners divide tasks and work
on them separately. Successful collaboration builds on shared learning objectives and the
appreciation of different opinions or approaches (Barth, 2015).

Main objective

Through the interaction and comparison with others, students can restructure their understanding
of concepts and recognize gaps in their knowledge. Peers can function as models for learning
through social modeling (cf. Slavich & Zimbardo, 2012).

Teacher’s role

The teacher is a facilitator of group processes and discussions.

Linkages

Special forms of collaborative learning determine who is learning together, similar to

interdisciplinary, transdisciplinary or intercultural learning. Collaborative learning (in addition to
cooperative learning) can be fostered in project- or problem-based learning in groups.

Synonyms or similar approaches

group learning; group work; team work

Sources for further reading

 Slavich, G. M., & Zimbardo, P. G. (2012). Transformational Teaching: Theoretical

Underpinnings, Basic Principles, and Core Methods.

Experiential learning

Core idea

In short: Students engage in and reflect on personal experiences related to the course content
(Slavich & Zimbardo, 2012). The experience might come from a simulation game, the
conduction of an interview, etc. Experiential learning goes back to Kolb’s learning cycle of
experimental learning with the stages 1. Having a concrete experience, 2. Observation and
reflection, 3. Formation of abstract concepts for generalization and 4. Application in new
situations (Kolb, 1984).
Main objective

Experiential learning shall increase knowledge acquisition, skill development, and values
clarification by linking rather abstract concepts to personal experience and the student’s life
(Slavich & Zimbardo, 2012).

Teacher’s role

The teacher designs the experience and gives instruction for reflections. This way he/she is more
of a facilitator than an expert referring on his/her knowledge.

Synonyms or similar approaches

Experience-based learning; learning-by-doing; action learning: The experience that serves for
reflection in the learning process is direct action like in an internship or a service-learning
project, whereas experiential learning can also work with experiences in games, role plays or
imaginations.; opportunity-centered learning in HEE: “Opportunity-centered learning (…)
encompasses four interconnected processes: 1) exploring the opportunity, 2) relating the
opportunity to personal goals, 3) planning to realize the opportunity and 4) acting to make the
opportunity happen” (Lans, 2013; following Rae, 2003, p. 545).

Experiential learning is learner-centered and active. It is often designed as a project. Subtypes are
action-learning and service-learning.

Problem-based learning

Core idea

Problem-based (or problem-oriented) learning (PBL) describes a learning process via

understanding and solving problems (of complex real-world situations). “Students actively
engage with meaningful tasks and complex scenarios, determine what they need to know and
how and where they can find it” (Barth, 2015, p. 93). Instead of the teacher framing the problem,
researching relevant information and presenting these, students do these tasks (Dobson &
Tomkinson, 2012). PBL is linked to a specific context and situation in the way that it addresses
an authentic scenario instead of only dry theory (Barth, 2015; MacVaugh & Norton, 2012; Wiek,
Xiong, Brundiers, & van der Leeuw, 2014). Therefore, it is said to have “a strong motivating
effect” (Barth, 2015, p. 94) – given the assumption that learners want to become involved.

Main objective

Problem-oriented learning specifically aims at action or strategic competencies by supporting

“action-relevant procedural knowledge and skills” (Barth, 2015, p. 93) especially through
“implicit links with the processes of problematization, problem investigation, problem solving
and critical reflection” (MacVaugh & Norton, 2012, p. 74). A critical understanding is stressed
over finding feasible solutions, so that theory building is also fostered (Wiek et al., 2014).
Teacher’s role

The teacher develops tasks and provides the setting in which students engage in problem-based
learning. He/She should support the process of problem formulation to problem-solving with
small-step assignments, by introducing students to relevant tools or methods and by providing
feedback.

Synonyms or similar approaches

Problem-oriented learning; inquiry-based learning: A project- and action-oriented subcategory of

PBL that has a strong research focus. Problems are not only analyzed applying theory and
knowledge, but inquired and investigated in a (small) research project.

Linkages

PBL is strongly linked to self-directed learning, but also to experiential learning. PBL can also
easily be linked to real-world and project-based learning.

Interdisciplinary learning

Core idea

In interdisciplinary learning, perspectives of different disciplines are not only represented and
dealt with in the learning setting (multidisciplinarity), but collaborative tasks demand that the
diverse perspectives and knowledge assets are communicated, discussed and integrated (Feng,
2012). Interdisciplinarity is necessary to solve complex, real-world challenges that involve and
require expertise from more than one discipline.

Main objective

Interdisciplinary learning aims at the integration of different disciplinary perspectives and assets
of knowledge in order to construct a comprehensive picture of complex problems and to use
different methods or approaches for solving it.

Teacher’s role

Teachers provide guidance for and moderate the knowledge construction processes (Barth &
Burandt, 2013). They are translators and mediators between different disciplinary cultures. It is
their task as moderators to promote dialogue, make interdisciplinary misunderstandings explicit
when ignored or not perceived by the students and to let students discover the value of
disciplinary diversity (Feng, 2012).

Synonyms or similar approaches

Intercultural learning
Transdisciplinary learning

Core idea

In transdisciplinary learning, the academic learning is opened up and amplified through

collaborative learning with partners from other sectors like civil society, enterprises, policy,
schools, communities etc. At the center of the collaboration stands a complex problem or
research question (cf. van Wynsberghe & Moore, 2014). The partners and students integrate their
knowledge and resources to solve the problem together. The learning can “happen bidirectionally
through the engagement in dialogue, activity, and learning with community members outside the
academy” (van Wynsberghe & Moore, 2014, p. 316). In transdisciplinary contexts, academic
knowledge and approaches have to be rethought, adapted and normatively evaluated. If students
work in transdisciplinary projects, the learning setting becomes an informal one where students
develop a lot of social skills. All stakeholders should benefit in a transdisciplinary learning
project, although the benefits might be of different natures; e.g. a motivating and rich learning
experience for students vs. academic support for an enterprise vs. a research opportunity for
lecturers (Hynes & Richardson, 2007).

Main objective

Students gain insights into real-world problems and conditions and learn to adapt their academic,
classroom-based knowledge and skills to the real-life context.

Teacher’s role

The teacher becomes not only a moderator for the students’ learning processes but also for the
transdisciplinary, joint learning process of all stakeholders involved in the collaboration.
Furthermore he/she has to be a networker and manager who initiates the collaboration,
coordinates meetings etc.
Real-world learning, place-based learning

Transformative learning

Core idea

The key word for transformative learning is “frame of reference”. Frames of reference describe
how we perceive the world including habits of mind (e.g. habitual ways of thinking) as well as
opinions and values (Slavich & Zimbardo, 2012). Frames of reference are shaped through social
and cultural influences but can be changed through new experiences of problem-solving, of
problem discussions, or of critical reflections on assumptions and interpretations. Four possible
strategies in a learning setting are postulated for the modification: 1. Elaboration of existing
frames, 2. Learning new frames, 3. Transformation of habits of mind, 4. Transformation of
opinions (Slavich & Zimbardo, 2012 following Mezirow, 2000). Transformative learning is
defined by its aims and principles, not by a concrete teaching or learning strategy. Sipos relates
transformative learning to the teaching principle of “head, hands and heart” which means that all
three psychological dimensions (affective, behavioral and cognitive) should be considered and
involved in learning processes (Sipos, Battisti, & Grimm, 2008).

Main objective

Transformative learning aims at empowering students to question and “to change their frames of
reference or worldviews” in order to develop their understanding of the world (Sipos et al., 2008,
p. 71; Wals, 2011).

Teacher’s role

The teacher is a coach who empowers students to change their worldviews. He/She can also be
called an “’provocateur[]’ who help[s] students become aware and more critical of their
assumptions” (Slavich & Zimbardo, 2012, p. 579). Educationalists working with the concept of
transformative learning take a critical perspective on education itself. They accept that education
always is value-laden.

Inquiry-based learning is a student-centered teaching method that encourages students to ask

questions and investigate real-world problems. In this type of learning environment, students are
actively engaged in the learning process and are given the opportunity to explore their natural
curiosities.

This type of learning is often hands-on and allows students to connect what they are learning in
the classroom and the real world. Inquiry-based learning has been shown to improve critical
thinking skills, problem-solving skills, and creativity.

There are four types of inquiry-based learning:

1. The Structured Inquiry Approach

The structured inquiry approach is a sequential process that helps students learn how to ask
questions and investigate real-world problems. This type of inquiry-based learning is often used
in science classes, where students are given a problem to investigate and are taught how to use
the scientific process to find a solution.

2. The Open-Ended Inquiry Approach

The open-ended inquiry approach is a more free-form approach to inquiry-based learning. In this
type of learning environment, students are given the freedom to explore their interests and ask
questions about the topic they are studying. This type of inquiry-based learning is often used in
humanities classes, where students are asked to explore a topic in-depth and debate different
viewpoints.

3. The Problem-Based Inquiry Approach

A problem-based inquiry approach is a problem-solving approach to inquiry-based learning. In
this type of approach, students are given a real-world problem to solve. This type of inquiry-
based learning is often used in mathematics and engineering classes, where students are asked to
apply what they have learned to solve a real-world problem.

4. The Guided Inquiry Approach

The guided inquiry approach is a teacher-led approach to inquiry-based learning. In this type of
approach, the teacher guides the students through the inquiry process and helps them to ask
questions and find solutions to real-world problems. This type of inquiry-based learning is often
used in elementary and middle school classrooms.

Benefits of Inquiry based learning

benefits of inquiry-based learning include:

1. Encourages Critical Thinking

Inquiry-based learning encourages students to think critically about the information they are
presented with. They are asked to question the information and develop their own solutions. This
type of learning helps students develop problem-solving skills and critical thinking skills.

2. Improves Problem-Solving Skills

Inquiry-based learning helps students develop problem-solving skills. When they are given the
opportunity to explore real-world problems, they are forced to think outside the box and come up
with their own solutions. This is an important skill that will help them in their future careers.

3. Encourages Creativity

This concept of learning encourages creativity. When students are given the opportunity to
explore a problem independently, they often come up with creative solutions. This is due to the
fact that any particular way of thinking does not restrict them.

4. Improves Communication Skills

It also helps students improve their communication skills. When working on a problem, they
often have to explain their thoughts and ideas to others. This helps them learn how to
communicate effectively with others.

5. Connects Learning to the Real World

Inquiry-based learning helps connect learning to the real world. When students are allowed to
explore problems that exist in the real world, they can see how what they are learning in the
classroom is relevant. This also helps them develop a better understanding of the material.
6. Helps Students Understand Complex Topics

Inquiry-based learning can also help students understand complex topics. When they are allowed
to explore these topics in a hands-on environment, they can learn about them more meaningfully.

7. Encourages Engaged Learning

Finally, this type of learning encourages engaged learning. When students are actively involved
in the learning process, they are more likely to retain the information. This is due to the fact that
they are invested in what they are doing.

What is Cooperative Learning? Cooperative Learning involves structuring classes around

small groups that work together in such a way that each group member's success is
dependent on the group's success.

What are cooperative and collaborative learning?

Collaborative learning is a method of teaching and learning in which students team

together to explore a significant question or create a meaningful project. A group of
students discussing a lecture or students from different schools working together over the
Internet on a shared assignment are both examples of collaborative learning.

Cooperative learning, which will be the primary focus of this workshop, is

a specific kind of collaborative learning. In cooperative learning, students
work together in small groups on a structured activity. They are
individually accountable for their work, and the work of the group as a
whole is also assessed. Cooperative groups work face-to-face and learn to
work as a team.

In small groups, students can share strengths and also develop their weaker skills. They
develop their interpersonal skills. They learn to deal with conflict. When cooperative
groups are guided by clear objectives, students engage in numerous activities that improve
their understanding of subjects explored.

In order to create an environment in which cooperative learning can take place, three
things are necessary. First, students need to feel safe, but also challenged. Second, groups
need to be small enough that everyone can contribute. Third, the task students work
together on must be clearly defined. The cooperative and collaborative learning techniques
presented here should help make this possible for teachers.

Also, in cooperative learning small groups provide a place where:

 learners actively participate;

 teachers become learners at times, and learners sometimes teach;
  respect is given to every member;
 projects and questions interest and challenge students;
 diversity is celebrated, and all contributions are valued;
 students learn skills for resolving conflicts when they arise;
 members draw upon their past experience and knowledge;
 goals are clearly identified and used as a guide;
 research tools such as Internet access are made available;
 students are invested in their own learning

How do cooperative and collaborative learning differ from the traditional approach?

Cooperative and collaborative learning differ from traditional teaching approaches because
students work together rather than compete with each other individually.

Collaborative learning 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. Mixed-skill groups can be especially helpful to
students in developing their social abilities.

The skills needed to work together in groups are quite distinct from those used to succeed in
writing a paper on one's own or completing most homework or "seatwork" assignments. In a
world where being a "team player" is often a key part of business success, cooperative learning is
a very useful and relevant tool.

Because it is just one of a set of tools, however, it can easily be integrated into a class that uses
multiple approaches. For some assignments individual work may be most efficient, while for
others cooperative groups work best.

Research suggests that cooperative and collaborative learning bring positive results such as
deeper understanding of content, increased overall achievement in grades, improved self-esteem,
and higher motivation to remain on task. Cooperative learning helps students become actively
and constructively involved in content, to take ownership of their own learning, and to resolve
group conflicts and improve teamwork skills.

What are the 5 Pedagogical Approaches?

There are 5 different Pedagogical approaches, being the constructivist approach, the
collaborative approach, the reflective approach, the integrative approach, and, finally, the
inquiry-based approach.
What is Pedagogy?

Pedagogy might sound like a complicated concept, but, put simply, it’s just the method and
practice of teaching in general, especially in relation to academic subjects or theoretical
concepts. Pedagogy can refer to all levels of teaching, from nursery and primary, all the way up
to higher education.

When it comes to the fundamentals of Pedagogy, there are five different approaches to consider.
Each of these approaches is usually placed on a spectrum from teacher-focused to learner-
focused pedagogy. As the names suggest, teacher-focused pedagogy revolves around teachers,
putting them at the centre of the learning process, while learner-focused pedagogy is centred
around learners playing an active role in the learning process.

So, what are the 5 pedagogical approaches?

1. The Constructivist Approach

The constructivist approach is based on the concept of constructivism. This is the belief that
learners create their own understanding of the world around them, and this understanding is
based on experience through their everyday lives as they grow. Using specific experiences,
people transform information they’ve accumulated into knowledge and understanding.

This approach is handy for allowing learners to take a more active role in the learning process, as
it encourages them to use their previous knowledge as a foundation for understanding new
concepts, as opposed to passively receiving information.
2. The Collaborative Approach

The collaborative approach puts a big emphasis on collaborative learning, which is the idea that
learners work together to gain a greater understanding of the information they’ve been presented
with. The strength of this approach is that learners can capitalise on each other’s understanding
of the information, and even their unique skills and resources.

This process allows for learners to create an environment where people can interact with each
other by sharing experiences and knowledge. This can be done in a variety of ways, including
exchanging ideas and information, and even evaluating or monitoring somebody else’s work.

3. The Reflective Approach

The reflective approach focuses primarily on analysing what the teacher and learners are doing in
the classroom. It encourages thinking about teaching practices and figuring out ways to improve
them in an attempt to make learning processes more effective for a class of learners. This can be
done through processes such as self-evaluation and self-reflection, used as ways to essentially
learn more about your own practice, improve a certain practice (like small groups and
cooperative learning) or to focus on a problem learners are having.

Some specific forms of assessment that anyone can use in a reflective capacity are diary
presentations and journals.

4. The Integrative Approach

The integrative approach differs from the other teaching approaches in the sense that it tries to
provide learners with an environment where they can make connections between the current
topic they’re learning about and other topics they’ll come across at different stages of the
curriculum. This means that it tends to focus on specific connections between different bits of
information, rather than facts in isolation.

While this approach is more commonly used in higher education, it can still be quite useful at
other stages of education too, as it can help learners gain a broader understanding of the world
around them by linking together bits of related information. Studies have shown that this kind of
approach can help learners stay engaged on the topics they’re learning about.
5. The Inquiry-Based Approach

The inquiry-based approach is unique in the sense that it encourages learners to engage in
exploration, investigation, research and study. It begins with presenting questions, scenarios or
problems that require critical thinking to solve, which is vastly different from other approaches
where facts are presented in simple manner.

This approach requires more than just simply giving the correct answers to questions and
encourages more thoughtful and engaged participation from learners. This makes it incredibly
effective when teaching science, as many science topics are more easily learned through an
understanding of processes rather than isolated facts.

Hopefully, this answers the question, “what are the 5 pedagogical approaches?”
What are cooperative and collaborative learning?

Collaborative learning is a method of teaching and learning in which students team

together to explore a significant question or create a meaningful project. A group of
students discussing a lecture or students from different schools working together over the
Internet on a shared assignment are both examples of collaborative learning.

Cooperative learning, which will be the primary focus of this workshop, is

a specific kind of collaborative learning. In cooperative learning, students
work together in small groups on a structured activity. They are
individually accountable for their work, and the work of the group as a
whole is also assessed. Cooperative groups work face-to-face and learn to
work as a team.

In small groups, students can share strengths and also develop their weaker skills. They
develop their interpersonal skills. They learn to deal with conflict. When cooperative
groups are guided by clear objectives, students engage in numerous activities that improve
their understanding of subjects explored.

In order to create an environment in which cooperative learning can take place, three
things are necessary. First, students need to feel safe, but also challenged. Second, groups
need to be small enough that everyone can contribute. Third, the task students work
together on must be clearly defined. The cooperative and collaborative learning techniques
presented here should help make this possible for teachers.

Also, in cooperative learning small groups provide a place where:

 learners actively participate;

 teachers become learners at times, and learners sometimes teach;
 respect is given to every member;
 projects and questions interest and challenge students;
 diversity is celebrated, and all contributions are valued;
 students learn skills for resolving conflicts when they arise;
 members draw upon their past experience and knowledge;
 goals are clearly identified and used as a guide;
 research tools such as Internet access are made available;
  students are invested in their own learning

Project-based learning (PBL) is an inquiry-based educational approach in which students explore

real-world problems through individual and group projects. This teaching and learning method
encourages students to make sense of why content is useful and how it might be applied. Projects
involve complex tasks organized around a
challenging central question, resulting in reflection, iteration, and the creation of a final public
product.The projects are anchored in core subject-matter content, allowing students to build
knowledge in those important areas and develop strong problem-
solving, critical-thinking, and collaboration skills. When integrated into the school day, PBL can
be deeply engaging and effective as compared with traditional, teacher-centered instructional
approaches. No single education lever can transform our education system,but PBL is a tool that
can create a more student-
centered learning environment that improves outcomes.
Research confirms that rigorous project-based
learning has a positive impact on students, leading to
increased achievement and higher levels of motivation
(Larmer et al., 2015). Recent studies, discussed in
greater detail below, have found that PBL is connected
to learning gains in an array of academic subjects.

Evidence-based teaching and assessment practices Learning from research and relying on
evidence about what works is essential. This report looks at PBL-related studies and highlights
evidence-based teaching and assessment practices that can have a positive effect on student
outcomes. Some of these practices include providing feedback to students in a strategic and
timely manner, creating opportunities for reflection, and empowering students to share their
learning with others. There is still much to learn, but research has led to a lot of information
about the practices that benefit PBL instruction. When educators are supported in using these
approaches—through professional-learning opportunities, collaborative teaching environments,
and quality resources—they can feel confident in their ability to bring rigorous PBL into their
classrooms.

What is blended learning and teaching?

Blended learning is the term given to the educational practice of combining digital learning
tools with more traditional classroom face to face teaching. In a true blended learning
environment, both the student and the teacher should be physically located in the same space.
What are the 4 C's of blended learning?
learning and innovation skills that students should master in their classrooms to be prepared for
life after high school. The 4Cs consist of communication, collaboration, critical thinking, and
creativity
What is the importance of blended learning in teaching?
By making in-person and online learning complementary, blended learning creates a truly
integrated classroom where the needs of all types of learners can be met. Keeping students
engaged, stimulated, and motivated also helps teachers to be more effective and make greater
gains with their students.
What is an example of blended teaching?
Blended learning is an educational strategy that combines conventional education with online
learning. For example, someone could take an online course to learn the basics of a topic but
then attend an in-person seminar to engage with experts and up their skills directly.
The 4 Key Elements of Blended Learning

 Face-to-Face instruction/learning. ...

 Digital or online instruction/learning. ...
 Allowing students to control the pace, place, path, and/or time of their learning. ...
 An integration of the face-to-face and online learning work.

What are the merits and demerits of blended learning?

The pros

 It offers an interactive way to learn.

 It's based on neuroscience.
 It offers a dynamic learning experience.
 Blended learning courses are more time-consuming to design.
 You need to use an LMS/LXP capable of supporting blended learning.
 Some learners are reluctant to use digital or blended learning.
 The pros and cons of blended learning
 Over the past few years, blended learning has become increasingly popular among
trainers and learners – and for good reason. It arguably represents the best of both worlds,
drawing on the benefits of both online and in-person training methods, and enables
learners to upskill more quickly.
 This method is often praised for maximising learner engagement and facilitating
access to training. But is it really as great as it seems? And, more importantly, is it a
good fit for your organisation? To help you decide, let’s take a look at the pros and cons
of blended learning.


 The pros

 It offers an interactive way to learn
 By combining the best aspects of digital and in-person learning, blended learning solves
the problems presented by e-learning: it has a lower abandonment rate and sees
employees demonstrate greater commitment to their training course.

Given that blended learning alternates between synchronous learning (at the same time
and in the same place, either virtually or in person) and asynchronous learning (pre-
recorded), it removes the isolation factor from distance learning.

That’s because synchronous learning methods make training courses more engaging by
promoting interactions between participants.

What’s more, hybrid training courses retain an element of human contact throughout
because they incorporate virtual classes and in-person sessions. They also facilitate group
work, workshops and other practical exercises.

Lastly, employees are genuinely supported by their trainer, who not only develops the
online training course for learners but tracks their progress from start to finish. The
trainer is on hand to answer any questions and can even organise a meeting, either virtual
or face to face, to review the learner’s progress.

 It’s based on neuroscience

 Neuroscience helps us understand how the brain works, as well as how it processes and
assimilates information. For that reason, it’s often employed during the development
phase of a training course. For example, neuroscience has shown that the brain is more
receptive to shorter modules and that participants learn more quickly when there is a
blend of methods and formats.

A blended training course is underpinned by teaching objectives, which should
correspond to a specific aim and be defined ahead of the design phase.

These objectives are what defines the entire training course and enable the trainer to
select appropriate learning tools. Aligning the teaching objectives with the training
methods makes for a more impactful and effective blended learning course.
 It offers a dynamic learning experience
 Gone are the days where learners had to sit through bland and tedious e-learning courses!
Nowadays, there are tons of different learning formats and training methods that can
inject some life into training courses. And by combining in-person sessions and e-
learning modules, blended learning provides learners with a unique training experience.

As a result, employees are more invested in their own learning. They can complete on-
line modules at their own pace while remaining motivated by their progress at face-to-
face sessions. This gives them a real stake in their own progression – a far cry from
the early days of e-learning, where participants were simply passive learners.

It’s also worth noting that it’s not just the job of the trainer to ensure that blended
learning courses are dynamic. LMS service providers also have a role to play in adapting
their tools to respond to learner needs.

 It’s a comprehensive and proven method
 With blended learning, employees can benefit from the best of each learning method. In
fact, hybrid training is most versatile in the field of professional training. That’s because
 it allows a combination of in-person/distance learning and
synchronous/asynchronous learning.

 According to the Digital learning in a post-Covid-19 economy report published in
January 2021 by the CIPD, 80% of employers surveyed were planning on increasing
the provision of digital and online learning over the next 12 months. Even before the
pandemic, large companies were moving towards blended learning and development,
with Rolls-Royce stating that it had adopted "a digital-first approach to learning,
complemented by classroom-based time and on-the-job coaching and mentoring".

Understandably, as the pandemic has forced us to re-think professional training, hybrid
training has grown in popularity. Blended learning enables employees to continue
gaining new skills with the aid of e-learning. And the icing on the cake is that, compared
with courses which are held purely online, the face-to-face sessions maintain peer
interaction.

 The cons
 Blended learning courses are more time-consuming to design
 If a blended learning course is well constructed, it will naturally take a bit longer to
design than a course which is purely based on e-learning.

As well as creating the e-learning modules, it involves scheduling all of the in-person
sessions (i.e., creating a timetable, finding a room, hiring a trainer, factoring in travel and
accommodation costs for employees, etc.).

Above all, to ensure that the blended learning programme is both effective and
viable, a company has to invest in instructional design. This involves analysing and
creating training schemes based on a range of factors, including neuroscience, learner
profiles and the company ecosystem, among others.

A training course embedded in instructional design needs to meet the clearly specified
aim established in the initial teaching objectives. This ensures that training courses are
truly adapted to the needs of employees. As a result, more employees finish the training,
and they develop new skills much more quickly.

Differentiated instruction is a teaching approach that tailors instruction to all students'

learning needs. All the students have the same learning goal. But the instruction varies hat are
examples of differentiated learning approach?
Examples of differentiating content at the elementary level include the following:

 Using reading materials at varying readability levels;

 Putting text materials on tape;
 Using spelling or vocabulary lists at readiness levels of students;
 Presenting ideas through both auditory and visual means;
 Using reading buddies; and.
based on students' interests, preferences, strengths, and struggles.

What is differentiation approach in teaching?

Differentiated teaching occurs when a teacher plans a lesson that adjusts either the content being
discussed, the process used to learn or the product expected from students to ensure that learners
at different starting points can receive the instruction they need to grow and succeed.

Differentiation means tailoring instruction to meet individual needs. Whether teachers

differentiate content, process, products, or the learning environment, the use of ongoing
assessment and flexible grouping makes this a successful approach to instruction. eachers can
differentiate at least four classroom elements based on student readiness, interest, or learning
profile:

 Content – what the student needs to learn or how the student will get access to the
information;
 Process – activities in which the student engages in order to make sense of or master the
content;
 Products – culminating projects that ask the student to rehearse, apply, and extend what
he or she has learned in a unit; and
 Learning environment – the way the classroom works and feels.

Content

Examples of differentiating content at the elementary level include the following:

1. Using reading materials at varying readability levels;

2. Putting text materials on tape;
3. Using spelling or vocabulary lists at readiness levels of students;
4. Presenting ideas through both auditory and visual means;
5. Using reading buddies; and
6. Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend
the thinking or skills of advanced learners.

Process

Examples of differentiating process or activities at the elementary level include the following:

1. Using tiered activities through which all learners work with the same important
understandings and skills, but proceed with different levels of support, challenge, or
complexity;
2. Providing interest centers that encourage students to explore subsets of the class topic of
particular interest to them;
3. Developing personal agendas (task lists written by the teacher and containing both in-
common work for the whole class and work that addresses individual needs of learners)
to be completed either during specified agenda time or as students complete other work
early;
 4. Offering manipulatives or other hands-on supports for students who need them; and
5. Varying the length of time a student may take to complete a task in order to provide
additional support for a struggling learner or to encourage an advanced learner to pursue
a topic in greater depth.

Products

Examples of differentiating products at the elementary level include the following:

1. Giving students options of how to express required learning (e.g., create a puppet show,
write a letter, or develop a mural with labels);
2. Using rubrics that match and extend students' varied skills levels;
3. Allowing students to work alone or in small groups on their products; and
4. Encouraging students to create their own product assignments as long as the assignments
contain required elements.

Learning environment

Examples of differentiating learning environment at the elementary level include:

1. Making sure there are places in the room to work quietly and without distraction, as well
as places that invite student collaboration;
2. Providing materials that reflect a variety of cultures and home settings;
3. Setting out clear guidelines for independent work that matches individual needs;
4. Developing routines that allow students to get help when teachers are busy with other
students and cannot help them immediately; and
5. Helping students understand that some learners need to move around to learn, while
others do better sitting quietly (Tomlinson, 1995, 1999; Winebrenner, 1992, 1996).

Reflective learning typically involves looking back at something, a past experience or idea and
critically analysing the event. By looking at successful and unsuccessful aspects of an
experience, reflection will help students learn from their past experiences and turn surface
learning into deep learning. A Reflective Approach to Teaching & Learning

Reflection as Awareness

In research on reflective engagement of emergency medicine teams, Duffy et al. (2014) found
that, “ ...the team members and leader exhibited a great deal of metacognitive knowledge while
reflecting upon the sources of their difficulties.” (Duffy et al. 2014).

"Medical emergencies (e.g., cardiac arrest) present a challenge for medical professionals because
they are demanding in terms of both the medical knowledge needed to plan effective
interventions and the regulatory skills required to effectively manage the team" (Duffy, et al.
2014).
Reflective practice begins with awareness of self and the dynamics between educator and
learners in the context of the specific educational setting. The concept of effective reflection is
that this awareness is accompanied by a willingness to examine practice for error as well as
strengths before taking action to change or improve practice.

"Reflection is effective when it leads the teacher to make meaning from the situation in ways that
enhance understanding so that she or he comes to see and understand the practice setting from a
variety of viewpoints,"-Loughran (2002, 36).

Reflection as Metacognition

Metacognition has been associated with successful learning across many disciplines (Bransford,
Brown, & Cocking, 1999), lifelong professional learning (Schön, 1983; also Plack & Santasier,
2004; Clouder, 2000) and in the practice of teaching (Lougran, 2002).

The process of development that Vygotsky (1978) refers to as internalization and self-regulation
applies metacognitive strategies to focused awareness, attention and control. Such strategies
help learners “to increase awareness of thinking processes” and assist them in examining practice
for possible error, assumptions, biases as well as strengths (Thompson & Thompson, p. 249,
citing Palinscar & Brown, 1987; also Bransford, Brown & Cocking, 1999).

When preparing learners to problem-solve in situations with unpredictable outcomes, a process

integral to medical education, educators should capitalize on reflective teaching to promote
reflective learning. One way to promote reflective learning is to provide opportunities for
learners for “clarifying the potential goals” and “choosing or inventing an effective
metacognitive strategy to achieve a selected goal” (Lin, Schwartz, & Hatano, 2005, p. 253). In
other words, asking students to deliberate on HOW they should approach a problem or situation,
not only as to WHAT they think of the situation or problem.

What is reflective thinking?

 The description of reflective thinking:

Critical thinking and reflective thinking are often used synonymously. Critical thinking is used
to describe:

"... the use of those cognitive skills or strategies that increase the probability of a desirable
outcome...thinking that is purposeful, reasoned and goal directed - the kind of thinking involved
in solving problems, formulating inferences, calculating likelihoods, and making decisions when
the thinker is using skills that are thoughtful and effective for the particular context and type of
thinking task. Critical thinking is sometimes called directed thinking because it focuses on a
desired outcome." Halpern (1996).

Reflective thinking, on the other hand, is a part of the critical thinking process referring
specifically to the processes of analyzing and making judgments about what has happened.
Dewey (1933) suggests that reflective thinking is an active, persistent, and careful consideration
of a belief or supposed form of knowledge, of the grounds that support that knowledge, and the
further conclusions to which that knowledge leads. Learners are aware of and control their
learning by actively participating in reflective thinking – assessing what they know, what they
need to know, and how they bridge that gap – during learning situations.

In summary, critical thinking involves a wide range of thinking skills leading toward desirable
outcomes and reflective thinking focuses on the process of making judgments about what has
happened. However, reflective thinking is most important in prompting learning during complex
problem-solving situations because it provides students with an opportunity to step back and
think about how they actually solve problems and how a particular set of problem solving
strategies is appropriated for achieving their goal.

Characteristics of environments and activities that prompt and support reflective thinking:

 Provide enough wait-time for students to reflect when responding to

inquiries.
 Provide emotionally supportive environments in the classroom
encouraging reevaluation of conclusions.
 Prompt reviews of the learning situation, what is known, what is not yet
known, and what has been learned.
 Provide authentic tasks involving ill-structured data to encourage
reflective thinking during learning activities.
 Prompt students' reflection by asking questions that seek reasons and
evidence.
 Provide some explanations to guide students' thought processes during
explorations.
 Provide a less-structured learning environment that prompts students to
explore what they think is important.
 Provide social-learning environments such as those inherent in peer-group
works and small group activities to allow students to see other points of
view.
 Provide reflective journal to write down students' positions, give reasons
to support what they think, show awareness of opposing positions and the
weaknesses of their own positions.

 Links to descriptions of reflective thinking activities in use with middle

school kids:
o Recommendations for prompting reflective thinking in the classroom:
 http://www.cotf.edu/ete/teacher/reflect.html

o Examples of lesson plans that have been revised to encourage reflective

thinking in students, e.g., prompting to compare what they know to what
they don't know and actively make modifications to their conceptions:
 http://www.criticalthinking.org/k12/k12class/4-6/skeleton.nclk
  http://www.criticalthinking.org/k12/k12class/6-9/bugs.nclk

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 Why is reflective thinking important?

Modern society is becoming more complex, information is becoming available and changing
more rapidly prompting users to constantly rethink, switch directions, and change problem-
solving strategies. Thus, it is increasingly important to prompt reflective thinking during learning
to help learners develop strategies to apply new knowledge to the complex situations in their
day-to-day activities. Reflective thinking helps learners develop higher-order thinking skills by
prompting learners to a) relate new knowledge to prior understanding, b) think in both abstract
and conceptual terms, c) apply specific strategies in novel tasks, and d) understand their own
thinking and learning strategies.

 Links to more information on reflective thinking:

o Critical or reflective thinking:

 http://www.mdk12.org/practices/good_instruction/projectbetter/
thinkingskills/ts-17-20.html
o Reflective thinking:
 http://www.algonquinc.on.ca/edtech/gened/reflecti.html

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Reflective thinking and middle school kids:

 How to prompt reflection in middle school kids:

It is important to prompt reflective thinking in middle school children to support them in their
transition between childhood and adulthood. During this time period adolescents experience
major changes in intellectual, emotional, social, and physical development. They begin to shape
their own thought processes and are at an ideal time to begin developing thinking, learning, and
metacognitive strategies. Therefore, reflective thinking provides middle level students with the
skills to mentally process learning experiences, identify what they learned, modify their
understanding based on new information and experiences, and transfer their learning to other
situations. Scaffolding strategies should be incorporated into the learning environment to help
students develop their ability to reflect on their own learning. For example,

o Teachers should model metacognitive and self-explanation strategies on specific

problems to help students build an integrated understanding of the process of
reflection.
 o Study guides or advance organizer should be integrated into classroom materials
to prompt students to reflect on their learning.
o Questioning strategies should be used to prompt reflective thinking, specifically
getting students to respond to why, how, and what specific decisions are made.
o Social learning environments should exist that prompt collaborative work with
peers, teachers, and experts.
o Learning experiences should be designed to include advice from teachers and co-
learners.
o Classroom activities should be relevant to real-world situations and provide
integrated experiences.
o Classroom experiences should involve enjoyable, concrete, and physical learning
activities whenever possible to ensure proper attention to the unique cognitive,
affective, and psychomotor domain development of middle school students.

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How does KaAMS support reflective thinking?

 KaAMS model of PBL and its relationship to reflective thinking:

When students are faced with a perplexing problem, reflectiv

thinking helps them to become more aware of their learnin
progress, choose appropriate strategies to explore a problem, an
identify the ways to build the knowledge they need to solve th
problem. The KaAMS model of PBL incorporates variou
components to prompt students' reflective thinking during th
learning process. The lesson plans:

o Provide teacher questions designed to prompt students t

identify and clarify overall and subordinate problems
o Provide many opportunities to engage students i
gathering information to look for possible causes an
solutions.
o Provide ideas and activity sheets to help students evaluat
the evidence they gather.
o Provide questions that prompt students to conside
alternatives and implications of their ideas
o Provide questions and activities that prompt students t
draw conclusions from the evidence they gathered an
pose solutions.
 o Provide opportunities for students to choose an
implement the best alternative.
o Encourage students to monitor and reevaluate their resul
and findings throughout the entire unit.

 KaAMS incorporates prompts and scaffolding suggestions to promote reflective

thinking by:

o Structuring lesson plans to support reflective thinking.

o Providing lesson components that prompt inquiry and curiosity.
o Providing resources and hand-on activities to prompt exploration.
o Providing reflective thinking activities that prompt students to think about what
they have done, what they learned, and what they still need to do.
o Providing reflection activity worksheets for each lesson plan to prompt students to
think about what they know, what they learned, and what they need to know as
they progress through their exploration.

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Links to additional information on critical and reflective thinking:

 Reflective thought, critical thinking (Eric digest)

http://www.indiana.edu/~eric_rec/ieo/digests/d143.html
 Reflective thinking, John Dewey and PBL
http://www.imsa.edu/~bernie/dewey.html

Facilitated learning is based on the premise that the more responsibility a student takes for
his/her own learning, the more effective the training or education will be. The advantages
are: Learners use skills like synthesis and analysis. The learner is actively involved.
What is the facilitation approach to learning?

Facilitation is a technique used by trainers to help learners acquire, retain, and apply
knowledge and skills. Participants are introduced to content and then ask questions while the
trainer fosters the discussion, takes steps to enhance the experience for the learners, and gives
suggestions.

Facilitation is the act of engaging participants in creating, discovering, and applying learning
insights. In contrast to presentation, which is typically characterized by a “sage on the stage”
delivering content to an audience, facilitation usually involves a “guide on the side” who asks
questions, moderates discussions, introduces activities, and helps participants learn. This
necessary and evolving skill is particularly important for talent development professionals who
conduct in-person or virtual training, but other professionals can also use it to facilitate team
projects, task forces, committees, and meetings of any type.

Competent facilitation of learning increases the likelihood that you: • Create an environment that
is conducive to learning. • Provide an engaging learning

nderstanding how to facilitate learning can have a major impact on creating successful
learning outcomes for your students.

There are countless ways for an instructor to facilitate learning among their students, even in a
virtual classroom environment. But the term "facilitated learning" has taken on a philosophy all
its own.

Facilitated student learning is not only a set of tools and strategies. It is also a way that teachers
are encouraging students to learn and absorb information in a way that is meaningful and
relevant to them.

Facilitated learning replaces rote memorization with critical thinking, comprehensive

understanding, imaginative learning, and the appreciation for subtlety.

Facilitated learning is predicated on the idea that students will perform better in a learning
environment when they are empowered to make their own decisions, respected as individuals,
and trusted with personal responsibility.

Five Strategies Teachers Use to Facilitate Learning

CHOICE - Not every student is the same kind of learner, so try giving them multiple options
when assigning projects. This shows that you respect their unique learning style. It also shows
that you're more interested in facilitating their learning than exercising your authority.

VARIATION - Vary class activities to give students the ability to try out different learning
styles, and to give each student their moment to shine. It also will help them to choose their
approach to assigned projects.
CONNECTION - Give context for each lesson, and show how it relates to other things your
students might be learning or experiencing. Tie the material in to other lessons, classes, subjects,
current events, or real-life examples. Tell them why the lesson is relevant to their lives and why
it should matter to them.

CONVERSATION - Learning how to problem-solve is just as important as knowing the

answer, so give students time to talk through a problem in small groups or as a class.
Conversation also promotes communication skills, socialization, and cooperation.

RESOURCES - Today's students have access to a lot more information than the students of
previous generations. The real challenge is teaching them how to assess the quality and validity
of the information they find. Provide students with resources they can trust, and tools for gauging
trustworthiness.

How can a teacher facilitate learning?

Create an environment that is conducive to learning. Provide an engaging learning experience for
your participants. Keep participants on task and accountable for their learning. Optimize
opportunities for participants to interact and practice.

How can you apply facilitating in the classroom?

Facilitating In-Class Group Work

1. Establish classroom ground-rules or expectations that can promote respectful, inclusive

interactions in the classroom. ...
2. Define group member roles and rotate these frequently. ...
3. Develop and communicate a set of clear instructions. ...
4. Provide careful discussion prompts.

What are the 5 roles of the subject facilitator in a learner centered teaching?

1.It is the teacher who motivates, empowers, drives and encourages the learners,
2.guides them to the learner centered direction,
3. to become active participants in the ongoing processes in the classroom life,
4. to think logically
5. and be problem solvers, be real and life-long learners.