Learner Centered Challenges for Developing English Materials - Assignment Example

 Learner Centered Challenges for Developing English Materials Introduction The concept of learner – centred approach learning is one that creates new challenges and opportunities for both teachers and students. When using this in the classroom, it is able to provide a sense of diversity to those that are learning specific materials. However, for this to work effectively there is also the need to create the right approach to materials and different types of syllabi that are used. This makes a difference in what is offered in the classroom and allows this particular method to provide more learning opportunities for students. The creation of different materials, as well as the implications that are a part of course creation, makes a difference in how students respond as well as what is available within the classroom. Overcoming the challenges of material development and design while continuing to create an understanding of the learning – centred approach is one that continues to alter with the needs of students and teachers as well as the complications that often come with this theory. Defining the Learner – Centred Approach The basic concept behind the learner – centred approach is to create a focus on the students and what their needs are within the classroom. Specifically, the diversity of children that are in the classroom makes a difference in what is taught and how it is displayed. This includes meeting the interests of students and also providing them with English courses that are applicable to their lifestyle and needs through life. As this is done, it becomes easier for students to apply what is being taught and becomes a primary source of motivation for those that are learning English. “Learners were seen to have different needs and interests, which would have an important influence on their motivation to learn and therefore their effectiveness of their learning. This lent support to the development of courses in which ‘relevance’ to the learners’ needs and interests was paramount” (Hutchinson, Waters, 1987). The idea of teaching lessons relevant to the environment, students and specific needs then created a diverse approach to the materials used and allowed teachers to approach teaching English in an alternative manner, specifically by allowing it to apply to the daily living needs. The main definition of learning centred teaching is not only important in defining the needs of students but also creates a specific approach to the learning process used for various subjects. The learning – centred syllabi is one that is able to use specific focuses to create the right approach for diverse learning. The rationale, assessment and the concept of active learning are all part of the central philosophies of learning – centred students. This is not only defined by the need to cover specific materials for English courses, but also is assessed according to the needs of different students. This is furthered by specific designs that are created to reach a diversity of students and different environments that are a part of learning – centred teaching. However, the development of the main syllabi, as well as the focus on this type of teaching can also lead to different complications when working with students of different backgrounds and environments (Grunert, 1997). Material Development for Learning Centred Teaching One of the ways that the learning – centred teaching approach needs to develop is through the concept of cognitive development. The way that different children think as well as the ability to learn specific types of materials is one that differs according to student and learning processes available. Many psychologists have found that there are differences in the way that the mind functions according to the student and the way in which they process information. There are also differences in the socio-cultural environment, which creates an extra way that students will look at and process information. This is especially important for those that are learning the English language. This may include diverse backgrounds where English is not the main language or may create an alternative approach to understanding the components of grammar and the rules of English. Understanding these two components of how students of diverse backgrounds think, specifically when learning the rules of English, then creates complications in how a student will understand and process different materials (Bonk, King, 1998). Other concepts and differences in learning – centred approaches also create new challenges for those that are learning the English language. Behavioural differences and processing that is humanistic in nature also creates a difference in how students learn and what they are able to process within a given time frame. These theories are able to define the diversity of how students learn, not only with cognitive processes, but also based on the characteristics and differences. One of the difficulties that occur with the development of materials is based on the ability to develop what is needed with each of these theories and needs. When this moves into practice and practical application, the theory can either not be applied or becomes inconsistent with teaching needs. “When concepts, strategies, and tools are abstracted from the theoretical viewpoint that spawned them, they are too often stripped of meaning and utility.... Theory certainly cannot operate within a vacuum. Views on questions such as the nature of the mind are developed by not only considering philosophical questions like the form of underlying mental representation, but also the world which the learners function” (Bonk, King, 1998). The main problem that applies to material development for English then becomes a discourse because of the theories that are a part of learner – centred theories. The theories are often difficult to apply because of the nature of the mind, way in which learners function and because of the diversity of thought that applies. Changing the materials from a theory base of development and into practical application then becomes one of the main struggles for many that are teaching and learning with this approach. Teachers and students both have a challenge to apply the theories of learning – centred learning into the curriculum and into a practical development that can be applied within diverse settings that are unique to each classroom. The second implication that arises with the development of materials for a classroom is based on the behaviours and attitudes that several of the students will have. The learning – centred approach focuses on substitution of lectures for more activities and student focused learning. The development of the different materials is based on holding students responsible for their own learning, while using collaborative and self – paced activities to monitor how a child is able to learn. The development of materials then requires critical and creative thinking that applies to the different activities and concepts in the class. While this particular concept can help to engage students, most come from a traditional classroom where this is not expected. More importantly, many come from diverse environments that may not enhance or focus on this type of teaching. The result is that most of the students will resist the materials that have been developed for a course and may respond with emotional problems, such as lack of confidence and resistance to learning the materials in a non – traditional format. For both teachers and students, this creates difficulty in the approach of developing materials that meet the alternative needs of students while creating a learning – centred environment (Felder, Brent, 1996). When focusing on the English language, this may become even more problematic. Specific types of learning of the English language require dialogue with the teacher and other students. Not having the right development of materials can lead to frustrations and a lack of participation among those that come from diverse settings. To change to this non – traditional format, many teachers are trying to develop different types of curricula that will meet the needs of diverse environments and students. Doing this in a non – threatening way and being able to provide students with more opportunities to meet their learning needs is often the approach that teachers take in this development. However, the materials that are provided are often created with several gaps toward the needs of students and the perception that teachers hold. Many of the teachers that are using learning – centred teaching are known to be using teacher – centred approaches without understanding the difference. Typically, a teacher is not aware of the diverse environment that will come into the classroom until getting to know the class better. More importantly, each teacher goes through specific training for materials and development of a class. Often, this is limited and outdated with a lack of materials that are available for a curriculum. For instance, new technologies and diverse tools for teaching may not be available or known within a school. The technological advances and the educational renewal that is consistently happening within a school then creates an inability to meet the needs of students and the specific needs that they have within the classroom (Brown, 2003). To change the development of learner – centred curriculum, a re-evaluation needs to occur with the development of each of the materials. The understanding of the learning – centred classroom first needs to be defined, specifically by understanding the characteristics of learners. It is stated that this needs to focus on the low – performing learners to meet their needs and to break down the barriers to learning. However, to do this effectively, the materials have to build an understanding of the individuals that are in the classroom. Their heredity, experiences, backgrounds, talents, interests and needs all have to be defined on an individual basis. This is essential for the English language as it will affect how a student applies language and grammar while learning English. More specifically, the understanding and the use of dialogue outside of the classroom with the English language will affect their processing and understanding of what is taught in the classroom. The context that is used as well as a continuous questioning of how students learn also needs to be defined so there is a difference in the methods that are being used within the classroom (Brown, 2003). To create an understanding of how students learn the English language, teachers are required to move beyond the materials and the natural tendency to create intellectual relationships with the materials, as opposed to relating the information to the students. More importantly, the teachers have to continuously re-develop and re-define what is needed for the class. Since learner – based materials are based on individual needs this will differ according to the students, needs and processing of information. Each year and the different students in a class will make a difference in how a teacher is able to implement the development of materials. This creates blocks to preparing and developing materials before knowing the class setting and individual needs of students. There are also blocks because of the size of the class and the need to provide every student with their needs (Brown, 2003). Material Designs for Learning Centred Teaching The development of curriculum for a classroom creates several problems and difficulties for teachers that have learning – centre approaches. More importantly, the material designs will have several complications and blocks. The designs are different from the development of materials because it is defined by specific tools and needs of students within a classroom. The material development is focused on the curriculum created as well as the overview of what is needed for materials and how this will help with processing of information for students. The material designs that are available for students in diverse settings and with learning – centred approaches to teaching also create several complications with the development and implementation according to a student’s needs. The traditional materials that are used within a classroom are based on lectures and textbooks that allow children to read, write and listen to the required information. Most of the materials and designs that are available come only from these materials, with some newer schools changing into basic technologies and software for learning. At the same time, the curriculum that is developed in a broader context, specifically by standards and requirements for school districts and standardized tests for English often create a specific component to teaching in a particular way. Those who are moving to learning centred approaches, while rebelling against the textbook and lecture method, are also experiencing gaps in being able to develop and design new materials within the classroom. While this particular rebellion is one that offers learning – centred teaching, it also is unable to match with the standards and guidance of textbooks. More importantly, this is often not allowed within schools because of the alternative agendas for curriculum, usually which are based on the political nature of school standards. The traditional materials and textbooks not only stop from the development and design from new materials because of the lack of standards, but also will lead to the opposing problem in schools. Many will find that teachers will reject the use of textbooks for a design of materials that are learning – centred. However, this creates the alternative problem where there is a lack of information and of materials for the designs that are needed. Many teachers will reject the different materials that are available; however, the ability to design and implement alternatives is not met by those in the classroom. This widens the gap toward teaching and what is available for design from those that want to teach in a learning – centred classroom. “Curriculum materials are seen to constrain and control both knowledge and teaching, limiting students’ opportunities to learn. Teachers who invent lessons are said to be creative and imaginative. This hostility to texts, and the idealized image of the individual professional, have inhibited careful consideration of the constructive role that curriculum might play” (Ball, Cohen, 1996). The demands that are placed on the curriculum design and development then creates a different set of options for teachers. The limitations of textbooks as well as the traditional requirements in the classroom cause many teachers to move into the creative and imaginative components of teaching. However, this also leads to a rebellion and rejection against the requirements of an institution, which may seem limiting to learning – centred approaches. Developing a balance with the design of materials and being able to match requirements then becomes a challenge for those that are teaching the English language within schools. The material designs that are used with learning – centred approaches are based on specific outcomes that are required among all students to meet the standards required by educational programs. This begins with knowledge outcomes, which refers to memorization and referencing within education. This is combined with reasoning outcomes, which is based on critical thinking and problem solving challenges that are within the classroom. Skill outcomes are combined with this, which requires students to master the materials that are used within the classroom. The last component is affective outcomes, which includes the responses that students have from the different lessons and materials that are within the classroom. With the several assessments that are required for learning are also types of materials that have to be designed and understood by students from diverse backgrounds. Matching the different outcomes with the materials is one of the problematic components of teaching with learning – centred approaches. Most of the outcomes developed are processed for traditional schools. However, materials that are designed for learning – centred approaches may move outside of these requirements and outcomes to match different needs. This creates restraints on what can be taught and designed in terms of materials, specifically because of the need to match the requirements and outcomes based on older methods of teaching and alternative philosophies that are accepted among different schools and institutions (Stiggins, 2000). The restraints from the different outcome based learning approaches and the traditional requirements of schools are only one of the difficulties with learning – centred material designs. This continues with other recommendations and materials that are a part of the approach and which create limitations because of the design that is used. The designs for materials that are used may not be able to be implemented because of the available technologies and materials that are a part of the classroom. If this doesn’t match with the traditional classroom, then the implementation of new materials and designs may be even more difficult to get for specific classrooms. More importantly, the designs will be limited according to the diversity of the classroom and their ability to implement the materials with self paced learning. Even though the materials may be designed to reach individual needs, it may not be able to consider the diversity of learning and backgrounds. For instance, if a component of technology is used, then there are limitations with the design and application according to what is available. The technology that is used may further be limited by the understanding of the design by certain types of students. The cognitive development of how to use the technology as well as how to work with the specific materials and assignments on the computer may become impossible to meet because of the students, environment and the understanding of the teacher. This makes it difficult to design and implement specific materials for any classroom (Jonassen, Land, 2000). Conclusion Teaching the English language within a classroom is one that requires specific standards and traditional formats according to school standards. However, many teachers and others have found that learning – centred approaches are able to provide an alternative for student learning that is more conducive to practical application and development of materials. While this approach to learning presents more opportunities in learning the English language, the design and development of materials also leads to several problems. Specifically, many are finding that the use of materials is limited to understanding, ability to develop materials and the resources that are a part of the school. This is creating new challenges for teachers that want to develop learner – centred approaches to their teaching. This implies that the materials need to be developed in an alternative manner to continue to match the diversity and requirements of any classroom, while finding a new way to assess the needs of individual students. References Ball, Deborah, David Cohen. (1996). Reform by the Book: What Is – Or Might Be – The Role of Curriculum Materials in Teacher Learning and Instructional Reform? Educational Researcher (25), (9). Bonk, Curtis, Kira King. (1998). Electronic Collaborators: Learner – Centred Technologies for Literacy, Apprenticeship, and Discourse. New York: Routledge. Brown, Kathy. (2003). From Teacher Centred to Learner Centred Curriculum: Improving Learning in Diverse Classrooms. Education (124). Felder, Richard, Rebecca Brent. (1996). Navigating the Bumpy Road to Student – Centred Education. College Teaching (44). Grunert, Judith. (1997). The Course Syllabus: A Learning Centred Approach. New York: Anker Publishing Company. Hutchinson, Tom, Alan Waters. (1987). English for Specific Purposes: A Learning – Centred Approach. New York: Cambridge University Press. Jonassen, David, Susan Land. (2000). Theoretical Foundations of Learning Environments. New Jersey: Lawrence Erlbaum Associates. Stiggins, Richard. (2000). Student Centred Classroom Assessment. Global Learning Communities . Read More