Link to Learner-Centered Learning

Read a definition of learner-centered learning at: www.intime.uni.edu/model/center_of_learning_files/definition.html.


For more information on the subject, read this article, Using Adult Learning Principles in Adult Basic and Literacy Education (http://www.calpro-online.org/eric/docgen.asp?tbl=pab&ID=88), by Susan Imel.

Below are the Adult Education Principles she discusses:


Involve learners in planning and implementing learning activities. Including learners in the planning and implementing of their learning activities is considered to be a hallmark of adult education. Their participation can begin with the needs assessment process where members of the target population help establish the program goals and objectives and continue throughout the learning activity to the evaluation phase.

Draw upon learners' experiences as a resource. Another often-cited principle of adult education revolves around the idea of using the experiences of participants as a learning resource. Not only do adult learners have experiences that can be used as a foundation for learning new things but also, in adulthood, readiness to learn frequently stems from life tasks and problems. The particular life situations and perspectives that adults bring to the classroom can provide a rich reservoir for learning.

Cultivate self-direction in learners. Self-direction is considered by some to be a characteristic of adulthood but not all adults possess this attribute in equal measure. In addition, if adults have been accustomed to teacher-directed learning environments, they may not display self-directedness in adult learning settings. Adult learning should be structured to nurture the development of self-directed, empowered adults. When adults are encouraged to become self-directed, they begin "to see themselves as proactive, initiating individuals engaged in a continuous re-creation of their personal relationships, work worlds, and social circumstances rather than as reactive individuals, buffeted by uncontrollable forces of circumstance" (Brookfield 1986, p. 19).

Create a climate that encourages and supports learning. The classroom environment should be characterized by trust and mutual respect among teachers and learners. It should enhance learner self-esteem. Supporting and encouraging learning does not mean that the environment is free of conflict. It does mean that when conflict occurs, it is handled in a way that challenges learners to acquire new perspectives and supports them in their efforts to do so.

Foster a spirit of collaboration in the learning setting. Collaboration in the adult classroom is frequently founded on the idea that the roles of teachers and learners can be interchangeable. Although teachers have the overall responsibility for leading a learning activity, in adult learning settings "each person has something to teach and to learn from the other" (Draper 1992, p. 75). Adult learning is a cooperative enterprise that respects and draws upon the knowledge that each person brings to the learning setting.

Use small groups. The use of groups has deep historical roots in adult education, and adults learning in groups has become embedded in adult education practice. Groups promote teamwork and encourage cooperation and collaboration among learners. Structured appropriately, they emphasize the importance of learning from peers, and they allow all participants to be involved in discussions and to assume a variety of roles.

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