It is no doubt about that the learner-centered
teaching plays a vital role in education to understand what and how students
are now learning and how current positions can effect on the students’ future
learning. The goal of a learner-centered teaching method is to create learning
environments that optimize students’ opportunities to pay attention and
actively engage in authentic, meaningful, and useful learning. It is indeed
that the process of education is concerned chiefly and directly with the
interaction between the teacher and the students together with the classroom
practices that occur within the school environment.
It is
needless to say that learner- centered teaching method is the teaching method
that transfers tradition teaching methods to how students learn in current
situation, instated of how teachers teach. It should be notated here that
teachers as well as lectures to keep in mind about it when they go to the
classroom. Learner-centered teaching ( Bilimoria & Wheeeler, 1995;
Weimer,2002) represents a paradigm shift from traditional teaching methods by
focusing on how students learn instead of how teachers teach. Every single one
of teachers should ask by themselves how I can improve my students’ learning,
instead of the often asked “How can I improve my teaching? (Weimer, Maryellen,
2002).
It is an essential way of teaching method that should be taken into
account for education reform process by each and every one. It pays the way us
to be known how learner-centered teaching play a very important role in
teaching and learning. Therefore, good teaching methods are “seeing” what
students need. On the other hand, one of the most effective way of
teaching is that knowing about the student’s views are also the best way to
experience the joy of teaching. Some of the most important key factors in
learner- centered teaching are designed such as any factors which have been
contributed to an instructor should be effectiveness, instated of isolated
facts. Teachers also should be interested in their subjects which are being
planted to teach in the classroom. In particularly, every
single one of the students should be responsibility in a similar position in
the classroom so that they can understand their learning strengths and
weakness. Another one of the best notions of Wohlfarth, De De is that we become
teachers to make a difference in students’ lives and as a socially sanctioned
way to shape the values, questions and thinking of the next generation (
Wolforth, De De, 2008 ).
It is doubtlessly obvious that the learner-centered style of teaching is more
helpful to us than traditional lecture-style instruction. Additionally,
the most important and useful style of learning and teaching comes from the
learner-centered teaching. It is the style of classroom which is very different
form traditional class. The homework assignments taught in the learner-centered
teaching are different from t the way of traditional teaching. (Huba &
Freed, 2000)
It is again being asked why learner-centered teaching methods can affect much more
than the way of tradition teaching. The reason is very obvious that the
way of learner-centered teaching methods can shift teachers to become
co-learners with students. Therefore, learner-centered teaching methods have
become the best teaching method that emphasize mainly on understanding
students’ current situations and its put forward the students to be
active learners.
According to (Bain, 2004), more generally, a thoughtful
understanding of what the best teacher actually do in their classroom. On the
other hand, learner-centered teaching is the teaching methods that demand
teachers and students go forward hand in hand on the way of learning process by
focusing on what students need. It is no doubts about that collaborative and
cooperative learning are the key factors that transfer tradition teaching
methods by observation what students need. The roles of teacher and student are
therefore shifted in 21st century. However, it still remains some
parts of the world. The most significant way of teaching and learning is that
teachers should collaborate with students in order to facilitate meaning
construction in students. Therefore, learning becomes a reciprocal experience
for the students and teachers.
Cognitive
stage development
The goal of the theory that Piaget developed are the
main four states and is to explain the cognitive process which the infant and
the child develops. It is a better way of thinking how much benefit this can make
the child’s cognitive development.
Having known, Piaget was the first psychologist to make a systematic study of
cognitive development. According to Jean Piaget, Way of his contributions
includes a theory of cognitive child development. It is detailed observational
studies of cognition in children by focusing especially on the main four states
which are ingenious tests to reveal different cognitive abilities. These main
four states study of cognitive development play a vital role in child’s
cognitive development. The main four states which Piaget emphasis are as
following heading:
1. Sensorimotor
- o-2
years
2. Preoperational-
2-7 years
3. Concrete
operation- 7-11 years
4. And Formal operation-
11-adult
At the age of 2 years, the child begins to make use of imitation and thought in
his memory. When the child came of age 2-7, he or she gradually develops the
ability to think symbolic from and language develops in a similar situation as
well. Therefore, the children are able to think logically in a particular
thing. The children are capable of doing such as probable solving and
classification in a particular thing logically when they become 7-11. It is
time from 11 to adult when the children are able to think problems unsolved in
and outside of the classroom scientifically and logically. (Woolfolk,
Anita E, 1995).
According to Piagte, at sensorimotor stage,
infants learn about their surrounding by using their sense and motor skills.
Then, by the end of the sensorimotor stage, children have progressed from their
earlier and approach to learn represents things in the mind. By the years of
age, children understand that objects exist even if they cannot be seen. When
they come of age 2 to 7 years, children can learn about and understand the
world and have greater ability to think things such as probable solving. Then,
children’s language and concepts develop at this stge.
It is
stated that children are less competent thinkers in the way of thinking than
adults. (Piaget, 1896-1980). Each of states is mentioned how it has gradually
been developed in child’s cognitive development. And also each of these
states development has been biologically based and changes as the
child to adult. Therefore, cognition develops in according with their
states. What Piaget said here is that children all part of the
world has the same cognitive state development whatever culture they belong to.
These four states are universal. According to him, each stage is marked by new
intellectual abilities that allow every single one of you to understand the
world.
|
Cognitive Stage Development
|
Key Feature
|
Research Study
|
|
Sensorimotor
0-2 years.
|
Object Permanence
|
Blanket & Ball Study
|
|
Preoperational
2-7 years
|
Egocentrism
|
Three Mountains
|
|
Concrete Operational
7-11 years
|
Conservation
|
Conservation of Number
|
|
Formal Operational
11years+
|
Manipulate ideas in head,
e.g. Abstract Reasoning
|
Pendulum Task
|
( McLeod, S.A.( 2009).
Piaget showed that young children think in strikingly different ways compared
to adults. According to Jain Piaget, children are born with a very basic
mental structure (genetically inherited and evolved) on which all subsequent
learning and knowledge is based and children are less confident thinkers than
adults.
Social constructivism
It is a concept “Social Influence on Cognitive Development” developed by
(Vygotsky, 1978). He believed that young children are curious their own
learning. Therefore, they involved in their own learning to discover and
develop the new understanding of a particular things. However, Vygotsky
emphasized more on social contributions to the process of development while
Piaget emphasized self-initiated discovery learning. According to
Vygotsky’s social development theory, one of the obvious examples he mentioned
is that some children were allowed to play with the mothers, fathers and with
adults before they were allowed to play or do alone.
According to Vygotsky (1978), learning with social interaction with a
skillful tutor or adult is, therefore, much more important for the child. So,
co-operative or collaborative dialogue or learning is key factors so that the
child can develop their cognitive process. These types of social interaction
such as co-operative or collaborative dialogue promote the child’s cognitive
development. It is indeed that in order all of us to gain understanding of
Vygotsky’s theories on cognitive development, one must understand two of the
main principles such as More Knowledge other (MKO) and the Zone of Proximal
Development (ZPD). The theory developed by Vygotsky (1978) promotes learning
contexts in which students play an active role in learning. Even though finding
facts to solve the problem is very hard task, however, interaction with others
it can be solved within short period of times.
Therefore, collaborate with students and teachers pay the way to solve the
problem quicker than one does alone. Again, a student is allowed to play
something that is not used to be him. He does it without help anyone else.
However, it can’t be done without help. Therefore, with the help of parents,
friends, teachers and computers, he can do it well. Therefore, More Knowledge
Other is very important for a child to be successful and to develop mental
abilities. It is indeed that with the assistance of parents, friends, teachers
and computers and with appropriate support at right moments, he is sure to able
to achieve his goal. Therefore, the difficult tasks unsolved in the classrooms
can be solved with assistance of what is mentioned above. To develop the
child’s cognitive process, the roles of teacher and student should therefore
shifted as a teacher should collaborate with students in order all of them to
facilitate meaning construction in students.
The concept of More Knowledge other is related to Vygotsyk’s the concept of
Zone of Proximal Development. It is an important concept that relates to the difference
between what the child can do independently or what the child can achieve their
goal with the help of others and encouragement from the adults. The
concept “Zone of Proximal Development” developed by Vygotsky (1978) pays the
way as instruction guidance to develop the child’s cognitive development.
What Vygotsky said is that interactions with the children are the way of mental
development skills and strategies. One of the very important suggestions given
by him is that teachers should use way of collaborate learning exercises that
can help less confidence children with the help of More skillful peers to
achieve goal within Zone of Proximal Development.( Woolfolk, Anita E.( 1993).
Freund (1990) conducted that these who have previous knowledge can solve the
tasks with the experiences that they have thought it is difficult. On the other
hand, those having some previous knowledge about what they are given the task
that has to be done at present show greatest improvement within short period of
time comparing with the one having no previous knowledge.
Social
Nature of Learning on Cognitive Development
According to Vygotsky, social interaction dealing especially with
cooperative and collaborate dialogues promotes cognitive development. It is
being asked how much collaborative and cooperative learning can effect to
achieve goal. Having known, collaborative and cooperative learning teaching
totally differs from tradition teaching method that make students work together
to be able to achieve their goal.
Several
studies have shown that when the task involves complex learning and problem
solving skills, cooperation leads to higher achievement than competition,
especially lower ability students who cannot solve the difficult tasks. It is
indeed that in the process of learning, achievement for all students is
increased when the group is rewarded. In addition, cooperative learning seems
that students believe their goal is attainable if other students will reach the
goal as well. ( Woolfolk, Anita E, 1993)
According to Dr. Richard, ( ED 6008 Week 4 PPT), he said that cooperative and
collaborative learning differs from the ways of teaching style. The
structures such as share learning goal, group composition, group roles, task
structures which have been designed by teachers themselves are called
cooperative learning while the structures which have been designed by learners
as a group decides are called collaborative learning. The benefit of the
collaborative and cooperative learning is that not students left behind to
achieve their goal. They all can overcome every difficulty by working together
hand in hand on the way of their journey not only in education but even social,
economic and ethical spiritual aspects.
Conclusion
Education Psychology used in all part of the world has been presented in
this literature review. It can be seen that Education Psychology plays an
important role not only in education, social and economic but even in ethical
spiritual aspects that leads to understand how especially child’s cognitive
process has gradually been developed from the beginning of life to adult. A
number of teaching method approaches applied in this literature review will be
benefit for a practitioner one. It must be affirmed that Education Psychology
is essential stage to achieve especially educational goal applying varieties of
Psychologies’ theories which they developed.
It is an Educational Psychology teaching method that pays the way us to be able
to understand how cognitive mental abilities have been developed in according
with step by step. Therefore, we can achieve our educational goal through
understanding of how to apply as a better way of teaching method in and outside
of the schools. So, we all should make an effort to possessive the theories
developed by varieties of Psychologist.
o
Reference:
·
Dr. Richard (2012). The
lecture on ED 6008 Week-4 PPT. Cognitive Views of Learning, ABAC.
·
Huba & Freed,( 2000).
Teacher-centered – Learner-centered Paradigms.
·
Mcleod, S.A. (2009). Piaget, Jean.
Cognitive Theory. Retrieved from http://www.simplypsychology.org / piaget.htm
·
Slavin, Roberte. (2003) .Educational
Psychology: Theory and Practice; United Sates of America.
·
Wohlfarth, De De (2008). Student
Perceptions of Learner-Centered Teaching. Learner-center Assessment on Collage
Campuses.
·
Weimer, Maryellen (2002).
Learner-centered Teaching; Five key Changes to Practice. San Francisco.
·
Woolfolk ,Anita E.(1993).
Educational Psychology. United State of America.
·
Woolfolk, Anita E.( 1995).
Educational Psychology. A Simon & Schuster, United Staed of America.
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