Page 194 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 194
andragogical assumptions of the importance of the learner’s experi-
ence (e.g. taking into the learner’s prior learning experience, knowledge,
learning approaches and capabilities the account), and diversity in learn-
ing factors (those factors take account of the learner’s cultural and social
background and as such the learner-centred approach in comparison to an-
dragogical assumptions broadens the acknowledgement of factors that are
important for learning processes).
The learner-centred approach is still in its development, especially
in practice. Even if there is some evidence of its implementation in some
countries, especially the USA (Harris & Cullen, 2008; McCombs, 2001), the
teacher-centred approach continues to prevail in most education systems
and the learner-centred approach is more a domain of adult education prac-
tices and second-chance programmes. And what is the role of andragogi-
cal knowledge and the learner-centred approach in mainstream education
in tackling ESL? In the next section, we draw out the connections between
the effects of learner-centred approaches to learning in mainstream educa-
tion and ESL prevention.
The learner-centred approach and ESL prevention
As mentioned in the introduction, efforts to refocus teaching and learn-
ing processes to become more learner-centred have been driven by a new
understanding about how humans learn. Different studies (e.g. Harris &
Cullen, 2008; Weimer, 2002) confirm that students are more likely to be re-
ceptive to learning if they believe that the information is relevant to their
lives and if they feel they are in control of the process. On the other hand,
motivation proved to be jeopardised by a lack of the individual’s control
over the learning process – the more teachers employ control measures, the
more students are resistant to learning. By allowing students to share power
in making decisions regarding activities, assignments and classroom poli-
cies, students tend to take a more active and engaged role in their learning.
Studies (e.g. Cornelius-White, 2007; Steckol, 2007; Weimer, 2002; Wells &
Jones, 2005; Wohlfarth et al., 2008) also confirm that using a more collab-
orative teaching style and formative assessment, working in small groups,
encouraging personal portfolios and student-driven classroom experience
result in greater learning motivation, grades and self-directed learning.
Students also reported that they, like adults, enjoyed being treated as com-
petent individuals who can be trusted with the learning experience.
194
ence (e.g. taking into the learner’s prior learning experience, knowledge,
learning approaches and capabilities the account), and diversity in learn-
ing factors (those factors take account of the learner’s cultural and social
background and as such the learner-centred approach in comparison to an-
dragogical assumptions broadens the acknowledgement of factors that are
important for learning processes).
The learner-centred approach is still in its development, especially
in practice. Even if there is some evidence of its implementation in some
countries, especially the USA (Harris & Cullen, 2008; McCombs, 2001), the
teacher-centred approach continues to prevail in most education systems
and the learner-centred approach is more a domain of adult education prac-
tices and second-chance programmes. And what is the role of andragogi-
cal knowledge and the learner-centred approach in mainstream education
in tackling ESL? In the next section, we draw out the connections between
the effects of learner-centred approaches to learning in mainstream educa-
tion and ESL prevention.
The learner-centred approach and ESL prevention
As mentioned in the introduction, efforts to refocus teaching and learn-
ing processes to become more learner-centred have been driven by a new
understanding about how humans learn. Different studies (e.g. Harris &
Cullen, 2008; Weimer, 2002) confirm that students are more likely to be re-
ceptive to learning if they believe that the information is relevant to their
lives and if they feel they are in control of the process. On the other hand,
motivation proved to be jeopardised by a lack of the individual’s control
over the learning process – the more teachers employ control measures, the
more students are resistant to learning. By allowing students to share power
in making decisions regarding activities, assignments and classroom poli-
cies, students tend to take a more active and engaged role in their learning.
Studies (e.g. Cornelius-White, 2007; Steckol, 2007; Weimer, 2002; Wells &
Jones, 2005; Wohlfarth et al., 2008) also confirm that using a more collab-
orative teaching style and formative assessment, working in small groups,
encouraging personal portfolios and student-driven classroom experience
result in greater learning motivation, grades and self-directed learning.
Students also reported that they, like adults, enjoyed being treated as com-
petent individuals who can be trusted with the learning experience.
194
