Learning/Knowledge Centered the Authors Use

Learning/Knowledge Centered The authors use the term "learner centered" to mean any environment that pays close attention to the knowledge, skills, attitudes and beliefs that students bring into the educational setting. This term is also known by called "culturally responsive," "culturally appropriate," "culturally compatible," and "culturally relevant" (Ladson-Billings, 1995).

The term also fits the concept of "diagnostic teaching" (Bell et al., 1980)or, that is, doing one's best to discover what students think in relationship to the issues on hand, sensitively talking about their misconceptions and giving them opportunities to think about which will allow them to readjust their ideas (Bell, 1982a:7). Instructors who are learner centered understand the importance of building on the conceptual and cultural knowledge that students bring with them to the classroom. Learner-centered classrooms are also sensitive to the different languages and cultures of the students.

For example, children may call something by a different name depending on the language spoken at home or the language they spoke as a child. or, they may have varying values, because of the way they are raised. Knowledge-centered environments are, as the name implies, those that provide the students with the information and abilities they need to succeed on their own in society. Students learn how to problem solve, be creative, and think strategically.

They receive a thorough background in the main subject areas of English, Social Studies, Science, Mathematics and electives such as art, music and language. They will require these skills when they graduate and go on to their careers. However, learner-centered and knowledge-centered classrooms do not conflict by any means, since they are both necessary in a well-rounded education. The two needs should be utilized together when the teacher develops curricula for the students who have varying learning styles, experiences and backgrounds.

In a general sense, learning- and knowledge-centered instruction will include such techniques as the following when teaching the fundamental knowledge: teachers rely on a variety of strategies and approaches to help students understand information; the classes are placed in flexible groupings; the instructors use assessments to understand student needs and design responsive instruction that will meet those needs; the curriculum is designed for a range of students from those advanced in a specific subject and who need additional learning challenges to those who require more help understanding the basics before they proceed; the classroom has different forms of technology that create a learning environment that is creative and responsive to different learning needs; school schedules are developed so that they will be able to maximize opportunities for active learning and diversified instruction.

Another way of combining these two approaches is by having the students involved in the process of what is learned and how. Each learner brings something different to the classroom, so will want to take away something different as well. The teacher and student can work together to set goals of what is to be achieved. Similarly, the students need continual feedback, so they know how they are accomplishing these goals. Lastly, since all students do learn differently, the classroom environment has to be a place for sharing new ideas.

Students can.