Teaching learner-centered students involves placing the learner at the center of the learning experience, rather than the teacher or the curriculum. Here are 5 keys to practice in teaching learner-centered students:

I think,

In order to be learner-centered, instructional practice needs to change in five key areas:

1- the balance of power

2- the function of content

3- the role of the teacher

4- the responsibility for learning

5- the purpose and processes of evaluation.

Learning consists of students' engagement, effort and then they earn knowledge and experience. To evoke curiosity is important in learning.

I like the concept of design based education and learning. In which the below 5 key elements are in my opinion essential.

1 make it fun and safe to fail

2 feedback, feedforward and peerfeedback

3 reflection in action and on action. On behavior and actions

4 link study material top practice and reality

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Focus on the learner: This involves understanding each student's individual needs, strengths, weaknesses, and interests. Teachers can use a variety of strategies such as individualized instruction, small-group activities, and student-led discussions to meet the diverse needs of their students.

Create a supportive learning environment: A supportive learning environment is one where students feel safe to take risks, make mistakes, and ask questions. Teachers can create such an environment by fostering a positive classroom culture, promoting respectful communication, and providing timely and constructive feedback.

Use active and collaborative learning strategies: Learner-centered teaching involves engaging students in active and collaborative learning experiences. Teachers can use strategies such as group work, project-based learning, and problem-based learning to encourage students to work together and learn from each other.

Promote self-directed learning: Encouraging students to take ownership of their learning is a key element of learner-centered teaching. Teachers can promote self-directed learning by giving students choices in how they learn, providing opportunities for self-reflection, and encouraging students to set goals and track their progress.

Use assessment as a tool for learning: Assessment is not just a way to evaluate student performance but also a tool for learning. Teachers can use a variety of assessment strategies, such as self-assessment, peer assessment, and formative assessment, to help students understand their own learning processes and identify areas for improvement

In real sense, today's education is a both Teaching as well as learning process. It considers student as a prime central position in current times learning.The 5 keys to practice in teaching learner-centered students are as follows:

1. Learning by doing: By this method of teaching, students learn in a better way and act as a catalyst in new forms of learning.

2. Activity based teaching: By this method of teaching, students use to gain practical knowledge of concepts taught in class. This helps in retaining the concepts in a better way.

3. Web quest method: An inquiry based teaching in which teacher develops curiosity among learners.

4. Blended mode of teaching: in this method, students use to learn via real classroom teaching as well as flipped classroom also.

5. Virtual field teaching: This help the learner to learn things via experience.

The above discussed methods help a lot to teachers in teaching learner centered teaching.

Teaching learner-centered students requires a different approach compared to traditional teacher-centered instruction. Here are the five keys to practicing in teaching learner-centered students:

The five general keys to practicing learner-centered teaching are as follows:

A good teacher is one, who has a potential in creating a best conducive environment for learning, i.e. they need to be flexible, identify every students potential, expect and motivate everyone to bring their objectives of each topic on prior to start the lesson for the day, thereby finding students curiosity and the level of understanding by them.

Student-centered teaching is an educational approach that focuses on student learning rather than the teacher or curriculum. Here are five keys to effective student-centered teaching practice:

I think that one aspect of student-centred learning that is being increasingly undermined and needs to be maintained is that of equipping our students to have the capacity to face the challenges and sense of personal responsibility that ought to be reflected in their experiences of the world they enter on graduation. A parent needs to step back at times to allow their child to gain resilience, strength and coping skills. A good parent will not let go of their care for that child, but they must allow them to experience failure and the consequences thereof, having done what they already can to protect, instruct, advise and love them. There is a parallel in education, and unfortunately, its merits are being eroded.

1. Know your students specially their cultural background,their interests and abilities.

2. Be a facilitator rather than a teacher

3. Open the door of possibility for students so that they can excel in their life.

4. Develop 21st century skills and prepare them for future world.

5. Develop them as Reflective Practitioner.

6. Develop Positive learning environment.

-let them learn by themselves"autonomisation"

-lets them learn from mistakes

-encourage group work between them

-finding the right methods themselves

-use playful pedagogy in the teaching process -learning

Weimer explains that in order to be learner-centered, instructional practice needs to change in five key areas: (a) the balance of power, (b) the function of content, (c) the role of the teacher, (d) the responsibility for learning, and (e) the purpose and processes of evaluation.

I always believe that the important keys to practicing learner-centered teaching include the following: understanding fully well what you want your students to achieve; engaging the learners in a well-thought-out activity, delivering the lesson in the most innovative way possible; matching the assessment with the learning outcomes and strategy used; and responding to the feedback to be able to plan ahead.

Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching.

age....not every age is proper to consider they can center in their selves when they have not yet learn to communicate and to share

Focus on student interests and goals: A learner-centered approach emphasizes the importance of tailoring instruction to the needs and interests of individual students. By understanding your students' goals and interests, you can create meaningful learning experiences that are relevant to their lives.

Provide opportunities for active engagement: Learner-centered teaching encourages students to take an active role in their own learning. Providing opportunities for hands-on activities, discussions, and collaborative projects can help students engage with the material and develop critical thinking skills.

Use a variety of instructional methods: Different students learn in different ways, so it's important to use a variety of instructional methods to cater to their diverse needs. Incorporating visual aids, audio recordings, and interactive technology can help students stay engaged and retain information.

Encourage reflection and self-assessment: Learner-centered teaching emphasizes the importance of reflection and self-assessment in the learning process. Encouraging students to evaluate their own progress and identify areas for improvement can help them become more self-directed learners.

Create a supportive learning environment: Finally, a learner-centered approach requires creating a supportive learning environment that promotes collaboration, inclusivity, and respect. By building strong relationships with your students and creating a positive classroom culture, you can foster a sense of community and help students feel safe and supported as they learn.

Learner-centered is a vision of the Department of Education. The five keys to practice effectively learner-centered teaching;

1. Make student profiling to know the nature of the students. It is very easy to design activities that cater to the learners' interests. Design tasks must not be based on the teacher’s interest but instead, on the student’s interest.

2. Expose students to work together in achieving the tasks. This adheres to the principles of constructivism, which emphasized the concept of “prior knowledge”.

3. Adjustment is key to achieving flexibility. Teachers are trained to be flexible in the delivery of teaching. It is a very vital principle in dealing with the diversity of learners.

4. Establish a supportive environment to ensure the teaching-learning process promotes fairness, respect, and care to encourage learning.

5. Apply the positive approach to unlock the difficulty of maximum engagement among students. A positive approach sets a learning venue conducive to the acquisition of skills and knowledge.

Focus on learners' interests, cultivate learners' abilities,

The main goal of student-centered learning is to build individuals who have intrinsic motivation to lead and be successful in their learning.

Teacher give the ideas, share theories, concepts and principles and encourage students through many forms of students engagements or activities with the focus aims to expend student's learning curve

I agree with the Weimer who explains that in order to be learner-centered, instructional practice needs to change in five key areas: (a) the balance of power, (b) the function of content, (c) the role of the teacher, (d) the responsibility for learning, and (e) the purpose and processes of evaluation. Thanks.

Professor Abdulsattar M. Al-Ali

1. Providing students regular feedback. 2. Flipped activities so the student manages theie time for understanding and practising some topics.

3. Interaction and mediation coolaborative activities to socialise knowledge

4. Enhacing creativity through real-life production activities

5. Building self-confidence with appropriate error correction and mistskes management.

Off the top of my head, five really good practices that do not undermine curricular decision-making from above?

1) Cut down on convergent questions as much as possible. That is, ask more open-ended questions that invite student thought and a range of student answers.

2) Provide lots of feedback on student work -- not just marking it right or wrong. Be transparent about why it is being graded as it is, and lay out what students can do to improve next time.

3) Build lessons around student questions and students' own answers. If you know the content, this can be a sort of illusion of choice for them. But it makes them feel centered while still allowing you to teach the lessons you want to teach. Of course, if done poorly, it feels like formulaic window dressing. You really do need to know the content and how learners work their way through it.

4) Make time for small -- or even 1:1 -- meetings with students. This can be before school, during lunch or after school. It is sometimes possible to make time for these during class -- though that is far more challenging.

5) Be interested in your students as individuals. Show that you are interested in them as individuals. Make them feel seen and appreciated as individuals. Different teachers have different ways of doing this. We've seen the video to the teacher who had a unique handshake for each student. You can make comments that show such interest when giving feedback on student work. It's the way you talk to them on the way into your classroom and/or the hall. You can crash their tables during lunch and just ask how they are doing. Make is clear that you are interested in them, and they will engage more -- making it easier for both of you to center them a bit more in the learning activities.

At the Autonomous University of Guerrero, Mexico, it is an obligation that classroom activity be centered on the student and his or her way of learning. Considering the Mathematics courses taught in the Baccalaureate (10th to 12th grade), the five actions to achieve this purpose are the following:

1. Generate environments and situations in which the learner executes operations and develops procedures, which require abstract mental processes typical of those who participate in the mathematical task; that is, solve problems, create models; which force them to elaborate conjectures, as well as arguments; to support their ideas in the exchanges in a learning group.

2. The evaluation of the students' productions is carried out through interactions between facilitator and learner; guaranteeing the construction of the binomial formed by the Diagnostic Evaluation with the Formative Evaluation (ED±EF), seeking to establish the level of development reached by the learner, to work in his Zone of Proximal Development (ZDP) and to offer the corresponding feedback.

3. At all times, the establishment of communication must be guaranteed, taking into account that it is conditioned by the code and the learner's referent. Therefore, it is necessary that at the beginning of the communicative process, the learner is the sender, since the facilitator can adapt his/her discourse to the learner's (the opposite is hardly ever the case).

4. Consider mathematics as a language; therefore, we must take into account that its development responds to the rules that govern the mastery of any other language, which involves practice and the necessary time to handle it fluently.

5. It is necessary that the task for each student is different, so that this dynamic promotes that the other members of the group are attentive to the inconsistencies that are arising in the one-to-one interaction, since each member of the group will be motivated to explain the problem of their personal context.

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Student-centered teaching practice focuses on actively engaging students in their own learning and helping to develop skills for independent learning. Here are the 5 keys to practice in teaching learner-centered students:

1. Organize and animate learning situations

2. Involve students in their learning and work

3. To coordinate parents in the construction of knowledge

4. Using new educational technologies

5. Teamwork

1. Student Voice (SV).

2. Knowing prior knowledge and using it as the foundation.

3. Creating opportunities for peer learning, reflective practice.

4. Build the content on their interests and relate to the real world. UDL approach is also helpful.

5. Ensuring there is challenge/success for all in learning resources/activities

It depends on two aspects: environment and type of learner. It's a no one-size-fits-all approach. Based on experience, practice, and philosophy: In an ideal learner-centered class, a teacher must (1) get-to-know the learners which incudes ID, CBI, FBI among others, (2) provide engaging and inclusive environment where learners can freely interact; (3) facilitate learning instead of directing what should a learner learns; (4) assess and evaluate performance in all aspects such as written, performance, relationship, and social engagements; (5) provide feedback - feedback from fellow learner and or immediate people whom they have work with on a particular assignment.

1. Providing students regular feedback. 2. Flipped activities so the student manages theie time for understanding and practising some topics.

3. Interaction and mediation coolaborative activities to socialise knowledge

4. Enhacing creativity through real-life production activities

5. Building self-confidence with appropriate error correction and mistskes management

Allowing students to conduct their own learning can increase students engagement in the curriculum as they approach it through their curiosity and real-life application.As students work at their own pace, they're able to learn how to:

• Build independence
• Develop transferable skills
• Become independent learners
• Communicate their understanding
• Drive their learning through inquiry

the 5 keys would be: 1. know what is the teaching style. 2. know the learning style of each of our students in class. 3. plan classes according to the predominant learning styles in class through the REAPSES method. 4. conduct assessments before, during and after. 5. use ICTs in our classes.

Shifting towards learner-centred education is crucial in 21st-century education, especially with the advancement of technology. This approach requires a change in teaching practices to prioritize student engagement, and empowerment, and cater to individualized learning styles. By integrating new technology and embracing the following five principles, we can effectively transition towards learner-centred education:

1. Personalization and Choice: Provide students with the autonomy to shape their learning journey. Present a range of assignments, projects, and topics aligned with their interests and abilities. This strategy nurtures a sense of ownership over learning and motivates active participation.

2. Collaborative Learning: Foster a collaborative environment among students. Encourage group activities, discussions, and projects that enable mutual learning and the development of interpersonal skills. Interactive class activities can enhance engagement.

3. Active and Experiential Learning: Engage students in practical, hands-on experiences that reflect real-world scenarios. Utilize experiments, simulations, case studies, field trips, and project-based learning to promote active engagement, retention, and practical application of knowledge.

4. Critical Thinking and Problem-Solving: Design challenging tasks that prompt students to analyze, evaluate, and solve intricate problems. Encourage them to question assumptions, explore multiple perspectives, and justify their reasoning. This approach nurtures the development of higher-order thinking skills.

5. Teacher as Facilitator and Mentor: Transition from being the sole source of information to assuming the roles of a facilitator and mentor. Guide students along their learning journey by providing resources, posing thought-provoking questions, and offering constructive feedback. This shift empowers students to actively drive their learning process.