Research Based Education - Webinar

short-term courses for working professionals through the ateneo teacher training center and the information and communications technology center the ictc is a training center under the college of computer studies that offers highly relevant courses in this new normal such as the sweet productivity module if you're a college graduate or professional looking to enhance your skills in information communication and technology related courses ateneo ictc offers short-term purchase for professionals for continuing national development learn to utilize free g suite apps for office productivity maximize the essential components of gmail calendar google docs and other google apps for online collaboration in your office or institution receive self-paced online learning program certificates and badges with ateneoictc in 1989 the afternoon teacher training center was the pioneer to offer special learning program for the 18 unit completion since then the teacher training center has produced 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education is one of the two centers of excellence in the beakle region recognized as one of the top performing schools in the country having consistently performed significantly and above the national passing rate in the licensure examination for teachers through attendance would always focus on building the competence at the same time never disregarding the truth [Music] education gave me opportunities to develop values in life that i hold now as a person [Music] it commits itself informing teachers who are competent christ-centered conscientious compassionate and committed to change nurturing both children and adolescent learners in diverse settings our graduates are employed anywhere in the world as well as in our country and occupying conversations i never also imagined that i would be a school head i would really want to become a teacher but because of a teenager it has pushed me to be better if not best version of myself and i've always accepted the challenge of being a school leader under the college of education we learned to love learning and we always learn to unlearn relearn these things so that we can always teach our students well recently granted re-accreditation by pasco and participated in several c teacher or internship programs as what we always say at new college of education one top choice so be part of the college and be an asian creature be anatomian choose [Music] nurturing bicolano teachers for the philippines and the world [Music] the college of computer studies aims to provide world-class and relevant computer education based on accepted international curricular standards [Music] hi my name is ryan ruby and i am a bachelor of science digital illustration and animation graduate batch 2007. currently i am a senior technical director at sony pictures image works vancouver canada ateneo education has exceptionally prepared me for a smooth transition from school to work with its well-designed curriculum a laboratory was well equipped with the most up-to-date hardware top fair also the exposure was one of the key elements to my success i remember one of the ateneo school trips within manila as a senior student made me realize where i want to be right after graduation i took computer science primarily because of my fascination of technology even the best programmer needs to learn how to interact with non-machines like colleagues clients everyone and the human skills i learned not in the classroom but in the other activities that were made available to me by ateneo and those were some skills i learned outside of computers which proved to be very useful in the real life i've learned in the attendance for a personalist there's something so unique about it that it is always the foreground of building better relationships troubleshooting conflicts dealing with challenges in any form be an athenian programmer or animator and let us guide you in enriching and expanding your knowledge and skills for the betterment of the life of the bicolano and for the greater glory of god [Music] be an athenian choose ateneo de naga university [Music] hi everyone i am john and i will be your mc for this afternoon's event to our guest to our resource speaker and to our year participants good afternoon to all of you so this afternoon we will be having this webinar on research-based education a critical look into learner teacher-centered pedagogies under the lens of critical and place-based education theories this webinar has four major parts part one to three would be a series of lectures these lectures would be presented to us or should they say discuss to us by a resource speaker and the last part would be the open forum in this part questions will up will be randomly selected i'm sorry and flash on the screen and immediately our resource speaker will give an answer to the specific questions so you might be thinking that it could be too long for you for you to be able to raise your questions but to our duty participants don't you worry because in part one and part two of our webinar there will be a five minute working break and during that break you can you can post your questions and our chat box and our resource speaker speaker will randomly select the questions so let's take a look at the comment section for our viewers coming from different locations so before we begin uh please be guided by the following guidelines first kindly observe proper netiquette in this webinar session and then we encourage everyone to participate in the comment section and then relevant and essential questions will be selected only during question and answer portion due to the limited time other questions can be noted in the online evaluation form after the session we will read your e-certificate shortly after accomplishing the online evaluation form i think uh our participants could be able to evaluate until midnight so better be in touch okay this webinar this webinar session by the atlanta teacher training center college of education and the information communication technology center may we call on dr bajola dr maria luz bajola the dean of college education the pandemic that we have right now is not responsible for the shift to online learning it has only served to accelerate a shift already well underway bringing a greater sense of urgency to institutions to demonstrate greater value online learning is not new but organizing attending and accepting webinars as a substitute for traditional methods are new believing that learning and sharing of knowledge should continue amid the pandemic and looking at webinar as a future educational tool we welcome you all to this afternoon's webinar on research-based education a critical look into learner-centered and teacher-centered pedagogies under the lens of critical and place-based education theories these two-hour webinars sponsored by the ateneo teacher training center the information communication and technology center and the college of education is timely especially that as teachers we are expected to provide an educational experience that is engaging motivating and effective regardless of how it is delivered the college is also proud to showcase one of its very own home teacher in the person of dr julie del valle lopez ladies and gentlemen again my warmest welcome and my gratitude for attending this event okay thank you dr bajola before we begin uh we ask the viewers to participate actively in the comment section during the talk the speaker will be actively reading and answering your questions in the comment section so let me share to you this the screen uh to uh to our another guest doctor arnold apdc director he will be the one to introduce to us our resource feature for this afternoon's webinar dr oreganit good afternoon good afternoon our resource speaker for this afternoon obtained her double degree bachelor of arts bachelor of secondary education majored in english from the atena di naga university and graduated magna laude in 2003. in the same year she was awarded by former president gloria macapagal arroyo as one of the 10 outstanding students of the philippines in malacanang she holds a doctorate degree in comparative education curriculum and pedagogy from the university of melbourne australia she earned her master's degree in learning and teaching pedagogy and de la salle university in manila as faculty of the college of education and graduate school of atenayudinaga university she teaches professional education courses and courses on curriculum and instruction in the undergraduate and graduate programs respectively she also became the chairperson of the secondary education department college of education at the nautinaga university she is a member of the university research council she is a qualitative education researcher what research interest on ethnographic methods learner-centered instruction ferrari and critical pedagogy rural and urban education pedagogical reform policies culture-based pedagogy and service learning friends in the academe it is my distinct honor to introduce our very own dr julie lucille del valle lopez good day first of all i would like to welcome you to this webinar on research-based education at the end of this lecture we would be able to appreciate more fully the purpose of participant observation in understanding effective and good teaching within specific classroom context but to achieve this i would need to invite all of you first to take a critical look into learner-centered teacher-centered pedagogy under the lens of critical pedagogy and place based education theory so in this webinar on research-based education you are invited to take part in raising important questions such as why education research matters and why we need to use varied methods including participant observation particip particularly participant classroom observation in research endeavors surrounding effective and good teaching these questions are particularly important in research based education as we teacher researchers need to critically examine the gaps between the way we practice our teaching in the classroom vis-a-vis what is prescribed in educational policies and what is not discussed in current education research so these questions then invite us to ask further questions such as what is our role or roles as teacher researchers what one specific problem within our classrooms that concerns our students colleagues or school or the entire education system as a whole affect you personally as a classroom teacher so in this um webinar therefore we will be sharing our knowledge experiences and questions surrounding education and research including our notions towards effective and good teaching particularly in the form of learner-centered education or lce as this is placed in a binary position against teacher-centered instruction so with this my role in this webinar is not really an expert in education research but more of a share of what i personally experienced in doing observation research to understand further what good teaching is in one specific cultural and geographical place in the philippines i will then walk each of you through my personal um experience in research as i share with you some of the some of the works i made with the focus on the current literature and pedagogical debates surrounding learner-centered education as a global education reform policy so this webinar then invites you to look into the value of participant classroom observations in capturing a more holistic view of the very complex classroom cultures to understand more deeply what constitutes good and effective teaching within specific classroom contexts so this presentation is organized into three main sections the first section the first part of this webinar is a brief revisit of the original definition of learner-centered education as a framework for the educational reform policy in the united states in 1990s this is followed by a brief discussion of learner-centered education as a global education reform policy in this framing discussion i present the issues raised by theorists of place-based education and how learner-centered education as a global reform policy could potentially dilute a country's sense of local identity as it seeks national reform in education i chiefly um use this discussion to highlight the global and local tensions surrounding learner-centered education as a we say a global traveling reform policy particularly surrounding the question at which level does true education reform happen most importantly this section or this part of my webinar or lecture prepares the ground for a more critical review of the contextual issues that encumber the implementation of the global learner centered education policy in local classroom context in developing countries and the third and last part of this webinar discusses the contextual realities that impede the practical practice of learner-centered education in developing countries particularly in southeast asia of course in the philippines also this section opens the debates surrounding learner-centered education as a teaching framework and teacher-centered education as a traditional practice in this discussion i present both economic and cultural issues raised within recent studies on learner-centered education i shall walk you through in examining the issues raised in these studies and will try to argue that cultural rather than economic issues are perceived as the more concrete barrier to the implementation of learner-centered education in today's classrooms in southeast asia while engaging with the problematic nature of the implementation of learner-centered education across cultural context i foreshadow the need to revisit the definitions particularly those that hold to a distinct binary between learner-centered and teacher-centered practices so within this discussion in this webinar i will invite you to examine the degree to which the original concept or definition of learner-centered of what learner-centered is retained as this instructional approach is appropriated or transplanted in various cultural contexts so sorry for the background noise overall this presentation will be mainly about research based education with the focus on two modes of pedagogies first is the learner-centered pedagogy and the second is direct explicit instruction which is labeled as teacher-centered instruction these two pedagogies will be further examined using two theories first joke and challenge um critical pedagogy and second david greenwald's critical pedagogy of place so on the end of this lecture this webinar i plan to tie this pedagogies and education theory to trouble our conceptions of what good or effective teaching is at least within the context of the philippines particularly in my hometown in naga city in the province of kamarinsur in the philippines so speaking of effective teaching um before we start with the actual um lecture in this webinar let us first have a very short and simple activity so i will be presenting some two images per slide and i would like you to choose one classroom image which you think is the more effective teaching at a first glance so without much thought or analysis so in the chat um box below uh kindly post a comment uh your in in that um post choose your um choose your your photo so post the comment um the choice the choice by typing in the letter or the number of of the photo which we think portrays a more effective if not more learner-centered classroom okay so let us start so again i would like you to choose one classroom image which you think is the more effective teaching at the first glance which one from these two images is for you a reflection of an effective is it a or b so type in and post your letter of choice said a or b okay i'm looking through your your answers is it a the classroom where uh the students are sitting in aligned straight uh sitting arrangement or also in in b but show students um erasing some possibly a learning material or a project which is more of an effective teaching image for you next which one is more effective which is a more effective classroom for you is it one or two is it this first classroom classroom one wherein a couple of students are trying to consult each other learning together perhaps or the second one we're in one student is working on her individual task alone on her own post your letter of your choice third so is it picture y or picture z this is a picture of a class wherein a teacher allows students to work allow students to work in in say in partners and having an activity showing it to the entire class or this classroom which shows a student raising his hand to recite or to give his answer to a teacher's question and the rest of the class is possibly looking forward to his answer or for their teacher to call this particular student i hope you have already posted your your choice via the chat box and then next is um this photo is it one a or to be is it a picture of this teacher um quietly monitoring students while working on a seat work maybe the teacher here is circulating the class to monitor and supervise the students individual work or is it this teacher who is um joining a group of her pupils and asking them how they are progressing in their work and the work is probably in um done in cooperative learning groups so choose between um one a or two b and post your your answers via the chat box below so you have interesting um answers for sure later on i'm i'm going to try to process all of your your answers so i'm still waiting for the others to post their answers then this um this one i think this is the last photo is it b1 or b2 is it a teacher doing a lecture demonstrate um demonstration of a particular learning material of a particular aligned or particular topic and the students are in a whole class discussion or is it b2 where in a student um learns to do something maybe um learning by experience is it b1 or b 2 [Music] so post your answers via comment in the chat box below all right so i'm looking forward to your answers so again as i mentioned earlier i'm going to process your answers later on so before we continue this lecture it is important to ask the question what is learner-centered education so i would like to think that we have some notions about what learner-centered education is and how it looks like in the classroom as suggested in our activity earlier so revisiting um how learner-centered education was first defined becomes absolutely necessary not only because a plethora of terms such as student-centered constructivist child-centered um problem-based and active learning among others especially in the philippines now that we have our k-12 um curriculum have been associated with it and used interchangeably with the through the phrase learner center this therefore wants the risk of caring presumptions and misinterpretations about what is meant by learner-centered education especially that it has been contrasted with the principles and practices to which it is opposed for example teacher-centered instruction with such wide and loose usage of the term learner-centered education it would then be helpful to trace its roots to provide a more informed ground in examining both its research-based success as a global education policy and its reported failures as a teaching approach in developing countries revisiting definitions of learner-centered um as a term therefore becomes necessary given that somewhere along the way when learner-centered education as a traveling global policy was adopted translated or borrowed across cultural contexts there might have been some loose understanding over how learner-centered has been defined so the term learner centered started as an education framework in the rise of the progressive education movement in the united states in the 1990s this learner-centered framework was then used as a guide for the education reform in the united states in the late 1980s in response to the deteriorating teaching quality and declining academic achievement from american children so the earliest documents on learner-centered education is in educational reform can be traced back to the works of barbara mccombs so in this published works barbara mccombs discussed how the late 1980s and the early 90s were a time when many political leaders were responding to what some educators had called a crisis in education so with such um crisis threatening america's national standing as compared with student achievement in other countries like japan particularly and uh i think many of you teachers here know the trans international mathematics survey for studies the national governors association was asked to meet with the presidential committees and formulate the national education goals back then so later this became the goals 2000 to educate america act and was then followed with discussions on the critical need for national and state assessments that could provide greater greater levels of accountability for student achievement of rigorous academic standards so within these discussions in this um act way back in 1990s for in preparation for learner-centered education it was decided that the educational situation in america in in 1990s in the 1990s calls for the formation of the american psychological associations or apas presidential task force for psychology and education so i'm still um giving you a little bit of a back story for the history as to why there was a proposal for learner-centric education so the project generated a document called the learner-centered psychological principles the framework for school reform and redesign and its revision it specifies 14 fundamental principles about learners and learning and this resulting in a document developed by the american psychological association on psychology of education and it provided the needed framework for the education reform given the crisis in the u.s in terms of education in the 90s as i've mentioned earlier and continues to be widely disseminated to education and many educationists and teachers and researchers across america and abroad so current time the 14 psychological principles under the learner-centered framework are categorized into four domains of of learning so namely metacognitive and cognitive effective motivational developmental and social and individual differences so for us education majors we're kind of very much familiar feel familiar with um this um concept or this theory of learner-centered education so with um within this psychological principles is a definition of learner-centered education as proposed by the main proponent of of learner-centered learner-centered education um barbara mccombs so it says she proposed that the definition of learner-centered is a perspective that couples a focus on individual learners particularly their heredity experiences perspectives backgrounds talents and other individual differences with a focus on learning or that which is best available in terms of available knowledge in terms of what learning is and how it occurs about teaching practices also that are most effective in promoting the highest levels of motivation learning and achievement for all the universe so here comes now um the 2010s and and our current time so over the years an escalating number of studies committed to searching for the practices that are most effective in promoting the highest levels of motivation learning and achievement for all learners so if you will note the term all in mccombs's definition of learner-centered education has become a focus of pedagogical debate which raised the questions by all are students in disadvantaged far-flung areas in developing countries included so this problematic inclusive um issue within the definition our notions towards learner-centered education will be discussed further later on so by the turn of the 2000s year 2000 up to 2010s a sizeable body of research on learner-centered education have been conducted outside the united states reporting the effectiveness of learner-centered education in delivering its promise of student engagement and achievement so since then learner-centered education has become the global education policy that it is now so with its global status learner-centered education has reached the shores of developing countries particularly recently in southeast asia including the philippines through education reforms so this is why in 2013 the philippines launched the k-12 program overhauling its curriculum system by adding two years to its basic education and mandating a radical shift to learner-centered education in pursuant to section 16 of republic act number 10 533 otherwise known as the enhanced basic education act of 2013. so if you will note here section 10.2 under rule 2 uh curriculum in the uh in the mandate from from the department of education of course from the republic of the philippines it says that the curriculum shall be learner-centered inclusive and developmentally appropriate so i'll give you a little bit more a few seconds to examine this slide so with the focus on the first bullet here the curriculum shall be learner-centered this entire mandate however could be read as placing learner-centered teaching against the traditional teacher-centered instruction and creating a simplistic dichotomy between good and bad teaching in the philippines so however the philippines is not alone in its reform towards learner-centered education it is but one of the many developing countries within the international education community where there is as anderson levitt observes a prevalence of reforms couched in the rhetoric of learner-centered pedagogy student participation or democracy in the classroom so within the past 40 years there has been a growing body of research on learner-centered education which focuses on non-western countries in the height of their education reforms if you notice in way back in 2000 it was mainly about studies on learner-centered education focusing in classrooms within the within the us but as years go by we now notice that there is an escalating number of studies on learner-centered education particularly in developing countries non-western developing countries for instance twice fourth um found a sizeable body of research conducted from 1981 to the 2000s which focused on learner-centered education in developing countries 72 of these studies majority and african countries are published in the international journal for education so similarly kennedy observes a pervasiveness of education reforms in the past 20 years towards a more democratic and learner-centered curriculum in asia particularly among southeast asian countries with such prevalence of learner-centered reforms especially in developing countries learners learner-centered education becomes a global phenomenon enshrined in international agreement promoted by international agencies and powerful at supernatural national level education is therefore are increasingly concerned with how ideas and policy move around the world in the context of globalization so just a little sharing on on this bit um when i presented this quote in one of my um lectures in a master's program class um of my colleague in the university of melbourne where a majority of these students are local australia australians one of the students in that class raised the question asking me um so why does it seem to have this uh strong extra external pressures from the so-called international agencies for countries particularly uh the developing nations or the assay and the region so my answer to that question has been elaborate but allow me to share this with you particularly you who are based in the philippines as i would assume you are more familiar of the context behind this um i had a more straightforward response and i said i remember one of one of the many reasons why there appears as strong external pressures pressure from international agencies for countries particularly in developing nations or the asean region like the philippines is first um let me first point this out by by international agencies michelle schweisberg um is referring to aids such as the unesco and other western aids which we filipinos are very very familiar with such as the usaid or austere so having said this as the philippines for instance as the recipient of these aids or could i say quote-unquote loans our country is then expected by this international aid grant agencies to participate in their agenda in promoting reforms towards democratic and participatory education in the form of implementing learner-centered pedagogies in our recently revised k-12 curriculum so a similar movement of curricular and pedagogical reforms as i mentioned earlier are adopted by our asean neighbors who are just like us the philippines are recipients of international aids so to continue as more and more countries adopt learner-centered education as part of their curriculum reform agenda modern structures of schooling and even pedagogies are arguably become increasingly similar so this similarity among pedagogies across different countries or what education theories they're referring to um or world culture theorists would call as iso isomorphism um has various elements of education systems particularly curriculum pedagogy assessment teacher autonomy suggests how all cultures are slowly converging towards a uniform global structure of schooling similar to the western concept of modern schooling this diffusion of a homogenous western global model of education implies that the could imply that the flow of the best education practices moves from the west and to the east so it is in this premise of world culture theory that raises questions of of power and hegemony controversies especially that behind this isomorphism is a mechanism of change fueled by imitation as countries gear towards a global western model of education learner-centered education as a global education policy is riddled with similar issues of power given its prescriptions for a paradigm shift alongside a proposed model of teaching for countries to benchmark against their education reforms um particularly in the in the philippines we're very much uh familiar of the phrase best teaching practices or best um or benchmarking of international um teaching classroom practices so anderson levitt argues that this form of mimicry could pose serious threats to a country's sense of identity as it seeks national reform in education in her book local meanings global schooling anderson levitt discusses the way or the ways in which local meanings and values within a school system could get lost as a country mimics the global structures of schooling and patterns its pedagogical practices from prescribed international models as part of its educational reform ferris pedagogy of the oppressed has long reminded educationists of the dangers of this mimicry of dominant western models favorite polyfairy questions about how western models are perceived as superior to local structures of of schooling such perception as fairy emphasized can become a threat to local ways of teaching and learning where values held within our or could be possibly dismissed if not ignored until nations become alienated from the spirit of their own culture thus as a country's structure of schooling and instructional framework becomes more global it could run the risk of compromising its national ideals and local value values this is why ferris strongly argues against education reforms which are highly dependent on modern directions influenced by dominant external forces he holds that for actual change or true reform to occur the initiative to change must come from within the society or from within the the country or the place itself because transformation for fairy requires nations to reflect on their own situationality and find themselves rooted in temporal spatial conditions which mark them and which they also are it is in this emphasis on the local as a prerequisite to true education reforms that various situationality and place-based education theory meet so sharing prairie's advocacy for true reform place-based education promotes pedagogies that seek to reconnect students to the local or to their sense of place so it is in this juncture that i am now introducing the theory of place-based education as part of our research-based education theme in this in this webinar a change a change or a sense of place however is being challenged by current movement of external western cultural ideas and the spread of a homogenized global system so um this is the notion held within team possible theory of place which claims that schooling structures and education processes must preserve those which define a nation's culture and identity this should have been my my slide earlier but i'll allow you to look into this slide first before i proceed to the next so first well argues against dominant cultural structures that dilute the authenticity of local values as this could radically thin out the sense of locality and identity of a place and detach it from its long-held values and traditions i'm trying to discuss this this bit in this webinar because in the philippines you know that we are still in in the us we are still part of the big radical reform in the k-12 um reform reform policy which started in 2013. so thus should a nation move towards a more globalized structure of schooling as part of its reform it needs to critically reflect on how external dominant forces shape its local places and pedagogies so to do this it needs to ask two important questions first what needs to be transformed and second what needs to be conserved these two questions represent the two essential concepts of david greenwald's critical pedagogy of the place decolonization and reinhabitation decollet the colonization suggests unlearning much of what dominant culture and schooling teaches while red inhabitation requires relearning and preserving those local cultural cultural patterns which teach us to live well in places but have been disrupted or dismissed in the age of colonization or globalization what one chooses to unlearn or relearn however will depend largely on one situationality or one's empathetic connection for a place that intense connection to the familiar or to one's roots or in smith and sobel's words they call it love for the place because human beings protect and preserve what they love if they don't know something they don't attend to it so they are talking about this in the context of education reform true reforming education david um grunerwald and and sobel are suggesting that for pedagogies to reclaim the heart or or to embrace this decolonization and reinhabitation pedagogies must reclaim the heart and how do we do this as teachers grinnell suggests that to reclaim the heart schools should create experiences for our students to care for their places in this way the students as the youth and hope of the nation can identify what needs to be transformed and what needs to be conserved for their country so it is in this framework of change that here is the place-based education believe the true reform um can be achieved so um we are we are if i am trying to discuss this in this webinar because we are talking about um we are talking about change in education and we are relating we are assuming or thinking we have these notions that that reforms and change could only happen in in a more general um curriculum reform but uh theories of uh theorists of place are of place suggest that actually true education reform can also be achieved within the grassroots level within the the classroom especially when we allow our students and we allow our students to find connection to their place by place meaning their own communities so there is a rural school within the rural community and when we allow when we provide us our students and our pupils opportunities to find that love and care or connection to their to their place we are able to we as teachers are able to promote um a different sense or a different notion of education reform so before i continue with the next point in this discussion allow me to insert a footnote here on what um on what teacher-centered instruction is before i proceed to our next discussion because um um the discussion or um the reintroduction of teachers centered here is very important because we had an earlier activity um about about about the photos trying which i asked you to to examine and try to think which of the which of those photos for you would show an effective classroom teaching and sometimes we get to associate effective teaching with learner centered while the not so effective or the not so good type of teaching as teacher centered this is what i've mentioned earlier about the dichotomy between learner-centered and teacher-centered instruction especially when there was a radical change in our curriculum were in its mandate required for a shift to learner-centered um curriculum or learner-centered education and to try to do away with teacher-centered instruction there are um policy papers um if i could just show you later we're in um um the philippines mandated for mandated that teacher-centered um pedagogies or classroom practices be implemented less and teacher and learner-centered pedagogies to be practiced more in the classroom so allow me then to insert here in this webinar a little bit of a discussion of what teacher teacher-centered instruction is so let me then give you a short history behind the phrase or should i say the label teacher-centered instruction so the phrase came about in the rise of constructivist teaching in the 1990s and ushers in a new way of teaching often described as student-centered so a sizable body of research on student-centered constructivist teaching conducted at that time provided prescriptions of what good good teaching is and is not for instance in her critique of constructivist pedagogies and examination of the history of constructivist learning theory virginia richardson observes that studies on constructivism at the time suggest that good teaching is constructivist teaching and that and and so therefore she said that constructivist teaching theory consisted of a foundation of constructivist learning theory and a set of prescriptions about what action should not be adopted from the transmission model so these prescriptions were then used by education reformers to lobby the new alternative student-centered teaching to finally address the perennial problem of student under achievement in the u.s at that time so this then plays student-centered forms of teaching such as constructivist teaching learner-centered instruction learning centered pedagogy and active learning among others those other phrases which we associate with learner-centered um education against those modes of instruction which education reformers point to as the culprit of the intractable issues of student disengagement and under achievement so direct instruction and explicit and instruction then became labeled as quote unquote teacher centered instruction this is because the education reformers who sharply contrasted student-centered forms of teaching against these two long-standing modes of instruction created a presumed binary binary between good and bad teaching since then the modes of instruction long established before the introduction of student-centered constructivist teaching have been positioned and categorized as traditional in teacher center the now so-called traditional teacher-centered teaching carries with it some notions of bad teaching given the negative associations assigned to it by those who advocate student forms of teaching so before i i i continue i i am quite interested to know what is your idea or perception about teacher center so in one word one word or two what are those one or two words that you have in mind when you when you hear the word or the phrase teacher centered so kindly post your your ideas on the chat box um below and then i will look into your answers later so let us have a short five minute break and i also have to charge my my laptop so i'll see you in a bit i'm looking forward to reading your answers on what for you what are your initial ideas when you hear the phrase teacher center does it have a positive or negative um connotation so i'll be seeing you after five minutes and i will be looking into your um answers in the chat box i'll see you then wait temples we are now in our five minute break so as i notice in our chat box there are there are a lot of answers so the our participants are surely actively participating for this afternoon's webinar so that is good now we are while we are on our break uh you can post your comments or ideas in the comment section so the speaker will answer some of your questions during the open forum so kindly leave some comments or ideas to our dear participants thank you welcome back to our webinar by this time you should have already posted your comment in the chat box about your initial thoughts about the phrase teacher center so before we continue with the second half of this lecture allow me to give you a recap of what we have covered so far in this webinar first i have reintroduced you to the definition of learner-centered education and the history behind its success as a framework of education reform in the united states in the 1990s and then a global reform policy in the 2000s then i walked you through our discussion on education isomorphism or what others call as pedagogical homogeneity simply put this isomorphism or homogeneity suggests that almost all countries in the world follow a similar structure of schooling be it in the curriculum or in pedagogy for example for you who are my filipino colleagues remember when our country was critiqued for being one of the last two countries um for having only 10 years of basic education and this criticism was used by the congress to lobby the k-12 education reform policy in 2013. so in terms of pedagogical homogeneity the philippines and our asean neighbors are now moving towards similar learner-centered teaching strategies as part of their um or our education reform agenda so in the way that these reforms prescribe the use of less lectures so less lectures because these lectures are associated with traditional teacher-centered and therefore hold negative or bad notions of teaching so this recent education reforms in asean also prescribed the use of cooperative learning which is linked to learner-centered teaching and therefore whole notions of good and effective teaching thus the teaching styles in the southeast asian region becomes more and more western as part of our national reforms in education curriculum and pedagogy as our countries seek to increase student achievement so this urgent and critical need to increase student achievement due to to what is reported as crisis in education such as student disengagement and under achievement brought about arguably by the use of teacher-centered ways of teaching becomes the argument used by various states to lobby and promote education reforms which advocate the practice of learner-centered strategies because it is believed that by shifting to learner-centered education again a framework of teaching which originates from the west it is only through this shifting to learner-centered education the true education reform will be achieved in the country as argued by the many reformers who promote the use of learner-centered education however as i've mentioned earlier the place-based education theorists thought otherwise for the theorists of plays true reform can only be achieved or can also be achieved not in the form of grand curriculum reform but through classroom pedagogies those classroom practices of teachers whether these be traditional teaching practices or otherwise which provide students the learning opportunities to reconnect with their cultural place to care for their immediate communities so these pedagogies which teachers in the philippines call as localization particularly if you ask teachers in the public schools in the philippines so it is in this notion that theorists of place based education education suggests that true change in education could occur through classroom pedagogy in the way the teachers teach within the classroom and not really on extensive curriculum reform so as the last point in um in the previous discussion before we had a break this pedagogical homogeneity or mimicking international or globally prescribed teaching strategies or what others call as international benchmarks of best teaching practices which originate from the west could pose threat in diluting the traditional and local ways of teaching but let me emphasize this internally internalization or yes internationalization of education or benchmarking of best global teaching practices are not at all bad in fact this internationalization of education allows for opportunities for quality assurance of education standards among schools across different countries but what i'm trying to say here is that while internationalization of pedagogies and schooling structures offers advantages in the education of many schools all over the world it also has some dangers behind it a risk which some may often ignore or dismiss the risk here is captured in in this one critical question and that is as we copy or mimic other countries as frameworks of teaching in the way we follow their templates for curriculum and pedagogy here is that important question what skills and values are lost say in the philippines when we put aside whole class lectures and replace these with say cooperative learning tasks for our filipino students what valued filipino skills and attitudes which are developed and enculturated should we say which are only developed or or um best developed and enculturated within our practice of traditional whole class lectures are then lost when we shift to comparative learning strategies in our classroom so let me repeat that um epistemological question what essential values or skills are lost in classrooms where traditional lectures and whole class instructions are less practiced traditional classrooms where the teachers are the content experts and classroom authorities what essential values or skills are lost in classrooms where it is discouraged for teachers to practice traditional teacher-centered strategies as outside observers often perceive these traditional ways of teaching bad or even harmful for our learners let me say this important let us ask again this important question having said all that about traditional teacher-centered traditional instruction and traditional ways of teaching another question that could be raised is what do our filipino particularly bicolano teachers think about traditional teaching how about our students do they also perceive whole class lectures of their teachers or something bad harmful or ineffective so these are some important points to ponder which are very interesting dimensions to look into for us who are interested in pedagogical research so let me then continue with with the second part of our webinar on research based education so at this point the need um to ask this this question arises now after our activity before the break what is teacher-centered instruction or traditional teaching in the first place anyways so the label traditional in traditional teacher-centered instruction however is ross and shrine strongly contest is politically and romantically incorrect especially that behind teacher-centered teaching which was called before the label teacher centered instruction was given or associated with it it was first referred to as direct instruction is a long line of successful research in education in the 1970s and 1980s which developed the phrase effective teaching so um um my my former students and who are now my colleagues in um in the teaching profession this this is the reason why we have um edem203 the principle set effective of effective principles and methods of effective teaching by effective teaching it is actually a long line of scholarship of educational research which is based on looking into the effective practices and the effective results of what we call direct instruction towards student achievement and learning so effective teaching according to these studies reported to favor research-based practices that produce stronger academic achievement when implemented properly in the classroom a strong advocate of teacher-centered instruction professor in his encounter his his critique of studies which favor student-centered approaches in teaching asserts that teacher-centered instruction has again and again proven its value in studies that show it to be an especially effective instructional method yet according to professor shoog when self-appointed education leaders and administrators need to share best practices or write about effective teaching teacher-centered instruction as he said gets no respect so the caricatures of teacher center teaching under the labels which um professor rosenstein and shrug regard as misleading and incorrect arises from various criticisms raised in recent studies that promote student-centered forms of teaching so let me again tell you a little bit of a background story about teacher-centered instruction or specifically direct instruction gaining that negative label of teacher-centered instruction through through time so in his book with colleagues professor tarver and western direct instruction and teaching of early reading and in his critical essay teacher-centered instruction professor shug strongly refuted the claims that teacher-centered instruction leads to student under achievement um shug argues that such claims are erroneous and misleading given that there is no available strong evidence that directly links teacher center teaching to student engagement and under achievement on the contrary a long line of research has found these teaching approaches labeled as teacher centered actually effective for particular learners and context so here comes a little bit of provenance of teacher-centered instruction so teachers-centered instruction originates from two distinct lines of scholarship in educational research and curriculum development the first is an approach widely referred to as direct instruction which is associated primarily with the works of siegfried engelmann and his colleagues whose research focused predominantly on reading the other line of scholarship is associated with the process outcome research of barack rosenstein and his colleagues who developed a model called direct instruction which identified instructional strategies from available research from the 1970s until early 1990s that when practice this direct instruction result in higher student achieve higher student achievement and learning the direct instruction again this is the this is the way of teaching which was now labeled as teacher centered so before before this negative uh labels direct instruction is an instructional approach from the behaviorist learning tradition the curriculum and practice of direct instruction are based on the operand uh conditioning theory which states that to bring about a regular occurrence of behavior it must be reinforced so our experts in educational psychology are very very much familiar with this one and they said that direct instruction therefore requires a teacher to give verbal lecture and strategies involving clear explanations questions answers and they also provide reviews drills and practice and corrective feedback feedback which was very important immediate and quality feedback which is very important in direct instruction it was actually considered as one of one of the core um practices of direct instruction so this are all given in direct instruction to elicit the desired behavior among students which is the learning so based on the research on effective teaching also known as direct instruction teachers who use direct instruction continue to practice its strategies beyond the point where students make less and less errors until over learning has occurred it is important to note here that angle man's direct instruction is developed from research which closely analyzed the comprehension and reasoning skills needed for successful performance of a student in reading so this direct instruction was found very effective within the practice of teaching reading this is a major reason why direct instruction is largely practiced in the 1980s to teach reading and phonemic awareness particularly in english our reading experts here are also i think very familiar with the direct instruction because perhaps the most well-known direct instruction lesson format is the this star reading mastery um there is a particular um book by gok goki a framework for meaningful direct teaching it discusses how engelman and colleagues direct instruction lesson format called for the use of highly virtualized scripted and phonics-based system of reading instruction for successful learning to occur under direct instruction a complete mastery of each reading skill must be achieved by each student before proceeding to a new scale it is from this lesson format of this star reading mastery that direct instruction became known as an as an effective way of teaching so the practice of direct instruction requires two critical elements for it to be effective first an effective use of time and active student practice of content and um to be efficient in time would then require a higher a high level of teacher control or management to achieve the the learning goal because under direct instruction the degree of learning that occurs is directly related to the time a student is actively engaged in learning a particular content so now we see that while it has been criticized for being overly rigid and recognized given the high level of teacher management or teacher control this is why it's it was associated with teacher center because of of the the management or the control the teacher has over the academic content and learning process direct instruction has established itself actually as a research supported instructional model effective for particular learners and context including those with mild to moderate learning ability disabilities so in their book um the from the works of angel man and schwag and and western and and gokey uh research on direct instruction their type their book titled direct instruction 20 years beyond the star it reported the results of their meta-analysis of research spanning over 25 years this this researchers particularly adams and engelmann found that a large body of research attests to the effectiveness of direct instruction as an instructional model in their comprehensive review of the available research from 1972 to 1996 adams and engelmann identified 34 studies in which direct instruction strategies were compared to other teaching strategies they found in their meta-analysis of the data from these 34 studies show that large positive games from direct instruction which is now called teacher center are traditional teaching methods of student achievement in a variety of subject including subjects like reading spelling mathematics and science so professors adams and engelmann um also found in the research that elementary and secondary students from both mainstream and special education were reported to achieve significantly when taught under direct instruction so now we see the effectiveness of direct instruction extends far beyond the teaching of reading by the mid 1980s an increasing number of research were conducted to identify more specific practices and techniques under direct instruction that result in academic success among students now a more recent book on uh titled visible learning which synthesizes over 800 meta-analysis relating to student achievement i'm professor john haiti an australian academic and he discussed how direct instruction has become a very successful approach in accelerating students academic performance as first outlined by by adams and engelmann in their in their studies in the 70s and 80s and 90s so rick instruction as professor haiti um said has a bad name for wrong reasons especially when it is confused with didactic teaching as the underlying principles of direct instruction place it among the most successful outcomes in reviewing the available literature on direct instruction and other instructional approaches reported to have the highest effects on student learning as well as observing best teachers in the united states haiti concludes that there appears no deep secret called teaching and learning in classrooms under effective teachers who practice direct instruction methods professor haiti notes the teaching is visible in the passion displayed by the teacher so even they even these teachers or the these classrooms may now be labeled as teacher centered but for researchers on direct instruction particularly professor haiti he would say that this this control or or um yes the control the teacher would would would show or would have in the in teacher-centered classrooms as outside of observers might call it as control what he described this is passion displayed by by teachers so it was very clear who was in control in those classrooms the activity was visible in in the air so professor haiti was saying that learner learners learning under effective teachers is very visible too as students experience a high level of success when they are actively engaged in activities um provided to them by their teachers who are in control for for those um classroom observers who are who are more of learner-centered advocates so there could be no room for passive learning under these effective teachers who are teaching in what seems as teacher-centered um classrooms as professor haiti points out he claims also that learning was not always loud and heated but rarely silent and and deadening he was saying that although classrooms which outside observers may refer to as teacher-centered there are times when the students are silently working in their seats alone it was not always loud and heated but there is something going on there there is still engagement there is still active learning um within the students but but some observers may you may ignore ignore that or dismiss that or may not be aware of that so effective teaching practices under direct instruction models therefore aim to develop visibly active learners in instead of passive ones so this argument now is trying to rebut the the arguments raised by those who promote um learner-centered instruction saying that teacher-centered traditional methods of teaching including direct instruction produce um passive learners so just to give you a little bit of a summary of that earlier uh discussion so the literature and learner-centered education um in the way that i come i tried to to put it side-by-side just juxtaposed it with teacher-centered instruction so again learner-centered education is a global phenomenon which i discussed so far foreground's two major issues so the first raises an important question on education reform so just the question now here is does true education reform happen at the level of global policies or from the grassroots levels of classrooms and schools so um i'm taking this uh shift uh i'm just um discussing earlier about teacher centered and now i'm trying to um wrap it all up by summarizing what we have been discussing because i'm i'm going now to the next um part of of our webinar um and next topic perhaps anderson levitt has a better way of raising the question which is are education reformers better advised to lobby the global policies of international agencies or to work directly with teachers in a local school or in other words can local educators hope to change local schools to suit local needs or are they bound by a global model that they may or may not see so the second and more relevant issue within the context of this webinar so far of our discussion so far is the tension between the global and the locals suggesting that as a traveling global policy learner-centered education appears to antagonize the local ways of understanding teaching and learning by local ways i'm referring to the traditional ways of understanding teaching and learning this is why i added a footnote on what teacher centered instruction is by trying to trace back its its history um before it was associated with the label teacher centered and looking into to the effectiveness of direct instruction as um as a pedagogy so this global and local debate reveals critical issues of contextual realities as a learner-centered education global policy is implemented from one country to another coursing through as a national reform policy so in the next um part of our discussion in this webinar this contextual realities that impede the implementation of learner-centered education will be discussed further but in the context of uh developing countries particularly in southeast asian region i use i shall use this discussion to raise the possibility that issues of culture pose a subtle yet concrete barrier in the implementation of learner-centered education particularly in southeast asian classrooms so i think that um that's um a lot of of points to to absorb and to think through even i have to to kind of need a a little bit more time to appreciate what i've just um shared with you at this point so let us have a short five minute working break let me ask you then about the question raised by anderson and levitt earlier this one which you can see on your screen so may i for us to including me for us to appreciate more fully uh the discussions that we had earlier i want you to um reflect on these two questions posed by by anderson levitt where do you think real change in education could occur or to be more specific i think the better question is where should it start should it be from the grassroots up or vice versa versa should it start from the teachers themselves pedagogy classroom pedagogy or from the ministries of education around the world through the policies they prescribe grand extensive curriculum reform remember what we have earthquake we have discussed earlier so yes type in your answers through the chat box below and i shall be reading your your your post your answers as soon as you post them but um for the meantime let us have our five minute break and i will see you in in a few minutes yes so thank uh yes okay yes um yep i am looking into your answers i'm sorry for the interruption uh for those who have answered that um maybe it's more of the curriculum reform may i ask you this follow-up question in what ways can classroom teachers like ourselves how how can we take part in this in this reform through curriculum development in short how do we teachers become more of an actor more of an active participant in curriculum development and for those who answer that it is more of in classroom pedagogies that we can truly achieve educational change what do you think are these pedagogies what specific pedagogies are are this based on what we have discussed earlier i'm very interested to to read your answers here just to give you um a little bit of a nudge there there there is a reason why i i inserted a footnote on the on the historical um evolution of the phrase teacher center from direct instruction i'm kind of interested to know for those who answer that it is in classroom pedagogies that we can that we can achieve through reform what pedagogies do you suggest what do you find effective as a classroom teacher based also on the feedback of your students are these traditional are these what we what is the label teacher centered is it really all that bad or is it the more progressive learner-centered instruction in what ways are they are these practices effective in engaging students i will try to look into your answers and then later i'm going to process it uh you can post your your answers anytime within this um within this webinar but allow me to proceed to our next part of this of this discussion so interesting answers you must have there in the chat box so later i'm going to go back to them and try to tie them all together in the second part of this lecture at this point i shall now walk you through the purpose of participant observation and understanding good and effective teaching within specific classroom context but i shall still be um of course um linking this next discussion to our previous discussion so if you are ready so there are still some others posting their answers i believe so earlier we were talking about i mentioned about um specific classroom contexts we're in um they were able to teachers and researchers are trying to argue that in certain cultural and geographical uh context there are some arguments raised that learner-centered instruction same with teacher-centered instruction may not work um in particular learning uh context of varied cultures and geographic locations so speaking of of context um contextual issues encumber the adoption of learner-centered education as a framework of teaching in developing countries there's this particular um book written by professor michelle schweiz for it was a book a very interesting book about learner-centered education and how these pedagogy appears to somehow appears challenging to be implemented in some cultural context in her book uh michelle schweiz firth after examining 72 research studies that focus on learner-centered education in developing countries in the past two decades reports are remarkable consistency across this range of research which reports on the economic constraints these countries experience in implementing learner-centered education in their classrooms later in her book titled learner-centered education in international perspective whose pedagogy for whose development schweiz first discussed more comprehensively how these economic factors became concrete barriers to learner-centered education in poorer developing countries economic impediments to learner-centered education um a critical issue for developing countries considering that while it appears costless to implement learner-centered education is however a richer world phenomenon this is because learner-centered education requires activity-based strategies that demand the availability of varied teaching and learning resources and access to relevant equipment and facilities these resources however are more likely available and accessible in developed countries from where most learner-centered education prescriptions for schooling originate as i'm using the words exact words of professor schweissworth which then places learner-centered education in its ivory tower as an education for the curry the findings in a qualitative study of yamas this is a quite interesting study can attest to this claim of michelle schweichford that learner-centered education is a richer world phenomenon allow me to um tell you a little bit about this study of yalmas in interviewing rural social studies teachers in a developing country kielmas reports that the teachers who have positive attitudes towards learner-centered teaching are often discouraged from using learner-centered strategies why given the poor physical conditions in the classrooms large class size and lack of teaching materials and resources in the rural schools is this familiar this um this report from nilmas um this classroom realities as the teachers in your master's study report make their practice of learner-centered strategies which are group activities learning by doing self-directed learning they found these teachers found these impractical and inconvenient given that they are also required to teach a specified amount of curricular content within a limited academic time i think our filipino my filipino colleagues and teachers here as i remember when i did my phd and i interviewed and observed classes from um in teacher of teachers in rural schools in in kamarinsur and also in city schools in aga city these words reported by the teachers in the yelma's study are are ringing a bell they're quite familiar too and as i also found these in the transcripts of the bikulani teachers in my study so economic constraints are as gilmas concludes a significant constraint in implementing learner-centered teaching learner-centered instruction in specific content context so apart from economic factors the rural teachers in your master study also reported another factor that hinders them from practicing learner-centered teaching and that is the culture of school the teachers are expected to abide by and the traditions embedded in the school this is a very interesting dimension in this study of the mass for instance one teacher in yelma's study disclosed that in his school so this is the teacher participant in the study of yomas the teacher reported when a class is orderly and quiet we're now looking into the cultural barriers of learner-centered instruction as reported in the yelma study when a class is orderly and why it's just this teacher it gives the impression that a teacher is still teaching and not absent from his class so i wonder if this is all so familiar um within the context of our um classrooms in the philippines so when this teacher uses learner-centered strategies such as group activities for instance which which usually generates noise from the students the principle of this teacher who randomly observes classes might perceive this teacher as an effective classroom as an if ineffective ineffective classroom manager and teacher or assume that this teacher is absent from the class because the students are noisy but in fact these students are actually working visually working in group uh in group learning in group learning arrangements so in this case the teacher in the study of vlmas expressed his dilemma between using teacher centered instruction that maintains silence and order in class and learner-centered strategies that produces that produce noise in the classroom so there is another teacher in this study of gilmas reese who raised that the conservative rural community of her school has a significant impact on her students mentality and world view this is again in line with the cultural barrier of in implementing learner-centered instruction that this teacher finds it very difficult to use learner-centered strategies such as group discussions because her students who do not see multiple perspectives end up having disagreements and fights thereby making the class difficult to manage so as we can see so far from the two um teachers in the study of the mass there is somehow a dimension of classroom management which could pose uh a barrier in the implementation of learner-centered strategies so now a third teacher in the ilma study raised another issue in practicing learner-centered teaching this issue arises from her students being rural youth want her wanting her the teacher to give them more opportunities for experiential learning activities related to real life while this teacher understands the request of her students she expressed that she is limited to using more teacher-centered methods given the expectations from the rural village or the community that she as a teacher has to use the school time in preparing her students for the state tests or for in the philippines it is uh this is equivalent uh to our national achievement tests instead of using it in other activities so this third teacher in the umass study is limited in using teacher-centered instruction because of the national state tests given to students so the findings in the study of illness align with schweitzer notion despite having positive attitudes toward learners learner-centered teaching teachers may have a tendency to retreat to traditional practices when confronted with classroom realities or unsupportive management or inspection by inspection yilmaz is a referring choice first is referring to cluster monitoring classroom evaluation so it is therefore difficult not to notice that in a number of studies on learner-centered education there is a frequent mention of teacher-centered instruction especially when there are specific perceived constraints in implementing learner-centered teaching so a combination rather than a replacement of teacher-centered with the learner-centered practice practices appears a common finding among recent studies in southeast asia for instance in a design based research study of palm among 100 students and two teachers in vietnam it was found that several cultural elements hindered a full implementation of learner-centered teaching in the country among these cultural elements as um outline are the vietnamese parents expectations towards their children performing well in tests and the students high regard to their teachers as authorities of knowledge in this study of pam it was noted that the teachers and students in vietnam are hesitant are hesitant of teaching strategies that are not closely aligned with examinations if you would notice this is um somehow reminiscent of the report of the third teacher in the study of el mas which is i think a study in 2000 in and 2008 if i remember it correctly yes and i remember it was in in turkey i think so kind of look into that and and notice how this the the there are similarities among different cultures in terms of the challenges that learner-centered teaching would pose in certain contexts so with this vietnamese teachers find it more effective to combine the learner-centered strategies and the lecture method that they have been practicing so this hybrid teaching approach as palm con concludes help the vietnamese students um enhance their complex knowledge without compromising their test outcomes so it's been a 45 minutes so far what i want you to do is to to mull over the reports of of the from the yuma study and from the palm study in vietnam and from from turkey and and i i really want to to read your sentiments about this can you relate can you identify to the the sentiments of the teachers um um in the ilma study and in the study of palm in vietnam in what ways can you relate to the report of the teachers in the two previous studies do you also share the same sentiment in terms of of implementing learner-centered strategies in your own classroom i wonder what your insights here are i i i could i invite you to please post your your insight or a little bit of a sharing in what ways can you identify with the teachers in the ilmas and the palm study do you also find it challenging to implement learner-centered strategies to the point that you have to go back and retreat using a choice worth uh term to go back to traditional teacher-centered methods why i wonder why so i am going to give you another five five um working braid and then i will look into your answers i will see you in a bit welcome back to our webinar so some of you might still be posting their answers in the chat box below so to continue um earlier i have presented you two a couple of studies uh one from the study of the el mas and the other one is the study of pam which both somehow presented and reported the challenges that teachers have in implementing learner-centered instruction to the point that some of these teachers as they reported would retreat to the use of traditional teacher-centered methods because of certain cultural and economic issues or challenges that obstruct the use of learner-centered pedagogies in their own classrooms so we are done with um the yama study and and then the study of palm in vietnam now let's proceed to an interesting study of tyrosis in myanmar and thailand so a similar conclusion from uh similar with the study of avial mass and palm a similar um report or conclusion is drawn from the qualitative data of uh tyrus vutis in in his mixed method survey of 19 students from myanmar who are studying education as a course at a university in thailand using web-based survey questionnaires this researcher examined the student perceptions of teacher practices they experienced when they were in high school in either the refugee camps located in myanmar border or government and ethnic schools in in myanmar the qualitative study or the qualitative data in the study of terror vostes suggests that the students perceive learning from both teacher-centered methods such as whole class teaching and learner-centered activities like group work debates and student presentations however the students in this study um identified two major challenges let me then show you the slide on the study of teres in allah in this study there were two major challenges um identified in the teachers use of learner-centered practices apart from the law resources in the classroom okay so the first challenge is the strong pressure to score high in rote memorization based matriculation test or university entrance examination which then compels the teachers to use traditional direct instruction to assist student memorization should the students fail the teacher is held accountable and would risk losing face in public this will also face possess the second challenge to learner-centered teaching according to the study the students reported that their teachers need to establish their infallible authority as content experts and maintain power distance from their students to meet the expectations in their community so given the cultural dimensions of how teachers are perceived in schools in thai myanmar border it therefore becomes difficult as tyrosvootis um noted to suggest that this historic tight control of teachers as authorities might must be relinquished as schools transition to a learner-centered education as part of their reform agenda seeing both the value of learner-centered and teacher-centered practices in this cultural context tyros voted to recommends that education reform efforts must also strengthen the long established whole class teaching methods further strengthening while promoting learner-centered teaching this way as the researcher concludes the reconciliation of traditional methods would allow for the benefits of learner-centered education be operationalized in practical ways using methods local teachers already practice so a blend of teacher-centered and learner-centered practices which i think some of you have posted as a comment below that it would be um it would be great too effective if teachers could combine both so a blend of teachers centered and learner-centered practical practices it's also reported as the preferred approach in teaching a more among cambodian teachers in a mixed method study of song in 2015 drawing from this teacher data song concludes the teachers in cambodia do not simply assimilate and respond to new forms of pedagogies that would require them to alter their conventional ways of teaching in a critique on education policies in cambodia a different researcher charlene tan states that achieving reform will be extremely challenging for the country in cambodia this is because cambodia as stan um noted in her study in 2010 still struggles with the fundamental issues in education such as equitable access quality assurance and capacity building for the centralization given the situation in cambodia's current education system charlene tan agrees with a suggestion raised in an earlier study of another different researcher irs on cambodian education that states that the country needs to temper its expansion of a westernized education system and focus instead on addressing the needs of its rural schools so achieve the reform still we're talking about reform education educational change or transformation if you want to to call calling to achieve that education reform that the country cambodia seeks to attain charlene tan further recommends for the term gelling or which she describes as the combining of foreign and indigenous knowledge to create new ideas in fact and practices in education that are appropriate to the specific needs of a particular country so this gelling which can suggest has already taken effect in singapore now we are now in singapore um if you would notice this is because part of this um lecture is our discussion on the issues of learner-centered instruction and teacher-centered instruction in developing countries particularly in the asean region as i mentioned earlier as in our outline for this webinar this is because it is um very much recent in the reforms in southeast asian countries that as part of the education reform agenda learner-centered education is being promoted just like us in the philippines so i think it was in 2010 for thailand to also have that curriculum reform just like in the philippines so it was like a wave an asian southeast asian wave of learner-centered education um so in her separate um commentary charlene tan discussed the ways in which asian countries particularly of confucian heritage like china japan korea vietnam hong kong taiwan and singapore particularly those with colonial histories which include the philippines could benefit from this gelling of global and local sources of knowledge in most of these cultures the implementation of learner-centered education is a challenge given a common um perception that a learner-centered way of teaching dilutes academic rigor which is valued in this cultural context so do you also identify with this one that learner-centered way of teaching may perhaps dilute the academic vigor which is valued in some cultural context do you think the philippines also share that the same value of academic rigor in our schools it is also perceived in these countries that learner-centered education does not provide a strong foundational knowledge for students with these cultural perceptions that pose challenges in implementing learner-centered education in this region meaning asean chan suggests that in line with her recommendation for jelly ancient philosophies like say confucianism be explored so as to identify their shared principles for for example the shared principle of confucianism with western philosophies education such as say doing so what is the similarity between confucianism and dewey's democratic and education uh framework in which the framework of learner-centered education is grounded on remember um learner-centered education is also founded on on the framework of control constructivist and also to ease a framework of democratic and participatory education i remember it correctly so a similar suggestion is given by same charlene tan for islamic schools in asia where the learner-centered strategies such as dialogue disputation and problem-solving have long been advocated and practiced since medieval times as part of the islamic tradition in this gelling um in this case the jelly which tan suggests could facilitate the implementation of learner-centered strategies in islamic schools such as in the case of indonesia where there is an increasing number of madrasa and secular islam or islamic schools that have already incorporated learner-centered pedagogies gelling is slowly adopted through indonesia's subscription to an educative or educative tradition where the country sees compatibility between the inculcation of islamic values and acquisition of global knowledge the implementation of learner-centered education in indonesia however is not without challenges especially that the western underpinnings of learner-centered pedagogy smite as tan charlie race be perceived as an islamic as these could radically thin out the religious and cultural heritage of the ummah or muslim community i hope i'm pronouncing it correctly a similar challenge is faced among islamic schools in malaysia where as the researcher hashim in this in the study conducted in 2007 observes its students even in higher education are compelled to memorize religious texts and are often not encouraged to question or challenge ideas particularly those uh given by by the teachers however over the past few years the islamic schools in asia particularly in indonesia and malaysia have incorporated more learner-centered pedagogies into their more established traditional methods of teaching this then becomes reflective not only of both states educative tradition but also of dance gelling where a hybrid between learner-centered and teacher-centered pedagogies usher ushering a true reform and education what is this now um hybrid pedagogies so hybrid pedagogy is where teacher centered and learner-centered practices are combined are what another and another rich researcher barrett sees as a response to the challenges that confront a full adoption of learner-centered education within a specific culture this could be traced from as barrett explains in his study in 2013 con this could be traced from concrete impediments that go beyond economic issues in low-income developing countries the challenge in implementing learner-centered education in its pure form there is a challenge in implementing learner-centered education its pure form is not only expensive in terms of financial cost and teacher time which cannot be afforded in developing countries hybrid pedagogies could arise from cultural differences when one culture is expected to adopt a newer pedagogy that is learner-centered teaching from a more dominant culture given that learner-centered education is so is a western concept of teaching this is why i discussed with you that learner centered teaching lce originated from the earlier works of barbara mccombs as part of the education reform to address the educational crisis in the united states in the uh late 1990s so more importantly hybrid pedagogies result in how a traditional way of life in a community come in conflict with the underpinning concepts of learner-centered education whose roots are western liberal and individualistic as uh stated in the study of virginia richardson in 2003 local ways of understanding and traditions as a different um researcher stelma in his study in 2011 observes poses serious challenges to the implementation of learner-centered education particularly in poorer rural communities in developing countries in her critical review of international studies on the issues in rural education still mark discussed the ways in which new pedagogies like learner-centered pedagogies are perceived in rural communities as drastic shifts from their time-honored assumptions and traditional practices making such a shift is particularly difficult in rural communities as they value cultural cultural maintenance to preserve their traditions so should schools in rural rural communities adopt newer pedagogies such as learner-centered education stelma in her study in 2011 deems that these communities would find ways to align these pedagogies to what is valued in their community or select those which from that new pedagogy select those dimensions which confirm the values upheld in their local cultural places it is in the stellmark's view that meets barrett's claim that there is a need for a greater appreciation of indigenous and localized versions of learner-centered pedagogies especially in this time when there is an escalating pressure to implement to say the least learner-centered education in developing countries within the controversial discourse of whether learner-centered education as a traveling global policy should be transferred adopted or translated or borrowed whichever term uh you think is more appropriate given the foreign um concept or foundations of learner-centered pedagogy so that it further claims that the polarization of teacher-centered or the binary between teacher-centered instruction and learner-centered teaching is oversimplified and needs to be reconceptualized particularly within what is culturally valued as good teaching the prevalence of studies which will report cultural constraints behind the practice of learner-centered education in classrooms attest to this need of a critical consideration of the local places its cultural values and priorities towards education in understanding teaching further so clearly as a different um research-based study conducted by kirk beck du and johnson in 2013 teaching is influenced by both contextual and cultural factors both inside and outside the classroom they argue that culture shapes a teacher's way of of teaching including her pedagogical decisions in a way that allow me to cite this if a culture from the study of of kirk quebec do in transit if a culture is not fixed but something created and negotiated between individuals and contexts could i just insert cultures from a western part of the world where they value democracy egalitarianism and participation with this um cultures lecture based approach to teaching culture yields very little meaning on the other hand if one believes it is possible to present learners with a precise description and clear-cut picture of their culture um kerkabek and colleagues are referring to the culture of china because this is the the context where in their study um is in a learner-centered way of teaching may be considered a waste of time so this is a very interesting um study conducted on the cultural dimensions that could obstruct the implementation of learner-centered instruction but generally the cultural dimension of implementing a particular pedagogy quite interesting this this the findings and discussions in the earlier studies particularly those in southeast asia give context to let us go back again to schweinsport's mission claim that the history of the implementation of learner-centered education in different contexts cultural context in particular is riddled with stories of failures grand and small so these stories of failures as told in the studies i discussed so far direct us choice for more important discussion of the challenges behind learner-centered education implementation and that is culture may i emphasize this culture along with its local ways of understanding teaching learning and relationship this is one very interesting quote from choice birth when she said the culture is a subtle yet very powerful element that must be considered in examining the challenges teachers face when implementing learner-centered education in their classrooms for instance how learner-centered education is implemented in some developing countries was found to be particularly demanding in general because of the profound shifts required in teacher power relations where teachers struggles to to balance control and attain greater sense of democracy in the classroom so what i'm trying to say here is culture and not merely mere economic poverty obstructs learner-centered education implementation in the classrooms of developing countries but don't get me wrong by the the term mir by mere however i do not mean to belittle nor to downplay this very very serious impact of poverty as a real obstacle in how learner-centered education is implemented in poor schools instead i seek to direct one's attention to the equally serious yet often overlooked cultural elements that are at play beneath the problematic implementation of learner-centered education in developing countries this lifts the discourse of pedagogy from the existing dichotomies between teacher-centered and learner-centered into a conceptual reframing of good teaching under a social cultural perspective after all a study of pedagogy such as what you may want to uh to do in the future will and must touch on culture given that pedagogy is as robin alexander maintains a study of teaching learning most especially culture so we are now in the last part of our webinar with this allow me then to process the first activity which i asked you to select by by taking a brief look into the photos which seem to show a more learner-centered or effective um classroom so the activity pushed us all to make quick and somehow create an over-generalized views um towards what are assumed for learner-centered or teacher-centered class classrooms should look like this over generalizations about traditional and learner-centered teaching strategies are not uncommon actually for example in the study of variation and welsh in 1997. they cautioned about constructivism that stem from over general over generalization of the theory and where do these over generalizations come from perhaps this over generalizations are drawn because of the focus on surface pedagogy pedagogical features the overt or the externally observable instructional practices in the classroom understanding of instruction or any practice of teaching may be based upon how instruction looks like those photos i showed in the activity at the start of our webinar when supervisors pass by classrooms to monitor to evaluate who among his teachers is effectively teaching or not remember what what the teacher in the ilma study reported about the teacher or the principal passing by his classroom instead of this and understanding what makes an instruction effective or good required a more holistic view of the classroom as a culture so the combination of research method such as participant observation and triangulating the data from the classroom observation with student focus group interviews and in-depth teacher interviews enable teacher researchers like us to examine the cultural conditions of learning and the complexities of teaching within a classroom these research methods could provide us with the opportunity to identify those pedagogies which were strongly valued by both teacher and students this is very important this is one important insight that i gained from my my study that it is not just the perspective or the lived experiences of the teacher but the students also and maybe include those other stakeholders within a curriculum the community so again let me re repeat that this research methods particularly participant observation coupled with student focus groups and unstructured in-depth teacher interviews could provide us with the opportunity to identify which pedagogies those pedagogies which were strongly valued by both teachers and students as most helpful in student learning most importantly adopting qualitative in-depth and immersive research methods could also allow for a deeper understanding of how local values could either reinforce or limit the practice of certain pedagogies and also and also shape the conceptions or understanding of good teaching within cultural and geographical places this is why one should be cautious with the look of a classroom in that it may not provide the entire picture why although we are we are stating here the value and the great importance of classroom observations there are there is also a limit to that observations alone just as student and teacher perceptions gathered via rating scale alone or or other instruments will not capture the complexity while observation checklists or leicard or liquid scales may prove very helpful in positivist research in the forms of quantitative and mixed method studies this instruments however main limit may be limited in immersive and in-depth studies such as qualitative research and gathering rich descriptions from the empirical data a set of unstructured a set of unstructured observation forms such as this may help a classroom observer or a qualitative researcher in gathering thick descriptions of the phenomenon being studied from a more holistic angle later later we shall go back to the slide to focus on thinking of a possible problem we observe in our classroom which can be your possible research problem and from this a question may arise which is why participant observation why participant observation what is just observation in and observation in in the context of in the philippines why participate observation or in other words why participate i mean the observer the one who's conducting classroom observation why actively participate in the classroom activities and why not just sit at the back and simply possibly passively observe the classroom dynamics why participate in the classroom activities and become more involved in the class dynamics and why why engage more actively with the students in the classroom why participant observation as becker and gear have an uh uh would raise they have an interesting answer to this and they explain participant observation makes it possible to check descriptions against fact and noting discrepancies become more aware of the systematic distortions made by the person under study in this case the teacher and the students under the study who are being observed such distortions are less likely to be covered by interviewing alone unstructured observations could therefore again let me repeat that that's unstructured observation forms um and not just the scales the rating scales or the checklist could therefore allow a researcher to see the complexities and the multiple realities within the classroom he or she is observing this is because classrooms as learning environments are very complex systems characterizing them using a single source of data or forcing them into dichotomous categories may cause teachers evaluators and researchers to unknowingly misinterpret the variables studied by removing the characteristics that make classrooms what they are okay for example teacher-centered instruction may be assumed to look different from learner-centered instruction as to what our first activity at the start of this webinar suggests strategies such as direct teaching drill and practice and collaborative work all bring to mind placement of an instruction of the instruction on a uni-dimensional teacher center to teach her centered scale casual observation of a class using lecture or direct instruction may prompt one to believe that classroom follows a teacher-centered pedagogy while using collaborative group work may be construed as already using learner-centered instruction right the problem within these assumptions or generalizations over generalizations is that teachers may believe they are using learner-centered instructions just because they have students who work in groups but we know as practitioners as classroom teachers that this is not necessarily the case so with the renewed emphasis on teacher and student standards and accountability it seems increasingly important to attempt more thorough understandings of learning environment so employing data triangulation should be considered a methodological imperative in every assessment and research study involving complex learning environments to better capture the interplay among internet instructional pract practices in different cultural international classroom contexts including student and teacher participation um their their views their perceptions and learning needs and even outcomes this is because why why do we have to to note this as something very important this is because within a classroom is a culture where its school community shapes the beliefs practices and behaviors of teachers and students a different um researcher martin in his critical essay in 1987 further describes schools as communities within larger communities and classrooms are subsets of schools within this culture schools have their distinctive patterns of behavior attitude towards teaching and learning and beliefs about education and the roles of teachers and students so why did i quote this from from martin the combination of qualitative methods such as participant observation student focus group interviews and in-depth teacher interviews therefore could enable to hello hello um there might have been some technical difficulties or some power interruption because i think there is a typhoon right now in the philippines uh for while waiting for the ictc uh since we're already at the at the last part we have already ended our our webinar so if you have questions i can see your your questions posted via the youtube chat youtube site or channel you can just post your your questions there and i can gladly answer your questions so yes can you hear me loud and clear yes loud and clear so if you have questions um i'm very much looking forward to to respond to them hello everyone i can see um your posts so if you have questions kindly just um post your questions via the comment um boxes below i hope you found the the lecture uh useful in any way yes so while waiting for the questions to be posted i would like to take this opportunity i would like to extend my deepest thanks and appreciation to the ictc through the theme po of sir francis and sir john for organizing and assisting this webinar also i would like to say thank you to my dean dr bajola and my attc director sir popeye for giving me this opportunity to share with you the the work that i have been doing for the past four six years um while i was doing my my phd research so this is this is the work that i've been doing wherever you are now for those who are still thinking about their questions um if you are interested to learn more about what um my my research is particularly on learner-centered education about place-based education um you can just google if you google you go to google and then you just type in julie lucille del valle phd thesis you can download my entire uh pieces there in pdf the entire 200 pages you can view it um you could read through it and i hope it could answer your questions whatever questions you have in mind right now and it will also inspire you to conduct research and i'll be looking forward to to working with you making publications with you um i have a question here ah from mom becky i think the important thing is to make the students think so whether it is tci or lci so long as the students are given the chance to reflect on the input indirect instruction or on activity students yes i think it is this is very important allowing our students and future teachers and also teachers uh current teachers to reflect more on this dichotomy between teacher-centered and learner-centered so um maybe i'll give you more time i think that's also one what dr torres is suggesting i'll give you more time to to digest the the lecture and um try to rethink and examine the issues that i have presented within the webinar so should there really be a dichotomy between teacher-centered and learner-centered for those who suggested that there should be um emerging a combination i think we teachers already know the secret because we are um practitioners in our own classrooms we kind of know already right that um at some point there is really a crucial need to to merge or combine um teaching practices but the question there is as what i have mentioned in my in in my lecture we have already accepted that it is good to combine but which part of our teaching practices classroom practices should be teacher centered is it our classroom management is it through our art of questioning is it through student relationship which part of our teaching should be learner centered so i think that is the more important question there because we already know that combining methods of teaching are helpful but in what part of our teaching should we be become more teacher centered which part should we become learner-centered depending on our context or the cultural um backgrounds of our students the local needs of the community also oh there um hmm i think uh the question of jam germain is am i uh what are the factors that need to be considered when developing place based learning experiences i think uh what i've mentioned in the in the lecture so far and from the place based theories what they have been emphasizing is look into the very local um factors that shape or influence the way we perceive good and effective teaching so in short it's really more of the cultural factors whatever whatever that means to the researcher so it is so jam i think your question is a very promising question which you can look into in your future research and i'm looking forward to actually doing that research with you in the future so that is a very interesting research problem that you can investigate in your future research from christian albert baddian at this time of the pandemic given the blended learning modality that we are implementing such as the modular approach how can we easily implement learner-centered instruction you know that is a question that i myself and i think many teachers are still contemplating on particularly those in the depth ed because there is a very strong mandate from the department of education and from our national government to implement learner-centered but how do you do that how do you become learner-centered in this time of the pandemic when our options and um yes when our options and resources are very very limited so i think that is again um i hope i can answer answer your question uh straightforwardly and have an answer to that question but you know that's what is beautiful about research-based education it is not the answer to the question that is important it is asking the the right questions that will enable you to conduct research and you know um the question that um becky and the rest of you are saying julie what do you think teacher-centered or learner-centered i think actually that is the question that i that inspired me to start my my phd research and i've been trying to discover the answer to that question for the past six years so it's really a very important question that we all teachers have have to investigate so so i think the answer to that question is teacher center learner centered i think this is my my the last question as i've emphasized in in the webinar we really have to look into the culture the very local ways of teaching learning and the way we build the very local ways of building relationships with teachers the way we understand and conceptualize teachers within the filipino bicolano context and that's very very important i would always say that look into the culture because i want to think that there should really be no binary between teacher-centered and learner-centered my argument in my way in my thesis in in this research is that instead of looking at it as a binary or opposing dichotomy the teacher-centered learner-centered i would like to think of of this approach as a spectrum like a pendulum moving back and forth and so we asked how how do we know where so it teacher center this one is learner center this whole spectrum because good teaching is a whole spectrum of teacher center and learner center so the question is how do we know where do we go if we go here teacher said we become more learner-centered we become less learner-centered more learner-centered and teacher-centered my argument in this research is look into the culture look into the needs of the students rural particularly the rural needs the needs of the rural community maybe the school community so i think that's it i hope i answered your questions and i do not um um want to take so much of the time of my um of my ictc uh boss sir francis i think they are still on campus and i believe that the the typhoon is getting stronger now and i don't want to to um i want them to to go home now so i think if you don't uh if you have other questions please feel free to email me just email me at this i will just post my my email address please feel free to email me and if you have other questions or interested in the research that i've been doing about learner-centered and teacher centered just go to google and google julie lucille del valle a phd thesis and you can download my entire phd thesis in pdf format thank you very much and stay safe and i hope um all will be okay and yes i'm still reading your comments thank you very much again thank you very much to sir popoye um dr vajrala mamlu thank you very much thank you to our ictc ateneo staff sir francis sir john and of course my deepest thanks to all of you who are still with us right now despite the the the weather i hope that you will all be safe and healthy from melbourne australia uh this has been uh julie and i hope uh everything will be okay uh good evening uh since there was an unexpected duck out so there is no internet connection uh just some problem occurred so may we remind the participants to don't forget to accomplish the online evaluation form it would be flash online uh immediately after this webinar it would be open so and it will end uh later at midnight so don't forget about it so that your e-certificate will be awarded to you so to all participants thank you to huang chuli and to sir popoy and sir francis and to mom lutz thank you to all of you so don't forget to access the online evaluation form hi sir hi hello teacher julie nice to see you nice to see you finally yes i will give the closing remarks okay so it is my honor to officially close our webinar on research-based education first i would like to thank teacher julie for sharing her time and expertise on research with education that is supported by researchers despite of business of teacher truly my thanks also go to dr maria lusti bacchuala the dean of the college of education to mr john francis buzzard the director of ict to mr junction ilikai our embassy and to my staff for assuring the smooth running of this webinar we are all extremely grateful to each one of you for your participation your insightful ideas and comments to the discussions of our resource speaker teacher julie indeed the success of the webinar has clearly indicated that we are building reflected teaching learning practices that are research based by examining the gaps between the way we practice our teaching in the classroom visibly what is prescribed in educational policies and what is not discussed in the recent research yes there is no doubt left that we will rise above from the decimal performance of the filipino children in the large skill assessments if we act swiftly and immediately in adopting either learner-centered teacher-centered or hybrid pedagogy depending on place and context through participant classroom observations by doing so we understand better what constitutes good and effective teaching within specific classroom contexts i hope to see you in the future webinars the center will sponsor again thank you so much and keep healthy and safe good evening thank you very much sir popeye and the pleasure is all mine we're looking forward to working with all of you again thank you teacher bye [Music] bye thank you very much everyone until next time stay safe in the typhoon and in this paddle god bless you all okay bye-bye you

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Length: 189min 8sec (11348 seconds)

Published: Tue Sep 07 2021