Teacher-centred and Learner-centred Teaching Methods
Unit 1: Teaching Aptitude · Teaching Models and Instructional Strategies
1. Understanding the Two Teaching Models
Teaching methods differ in how responsibility for learning is distributed between the teacher and the learner. Two broad models are instructor-centred teaching and learner-centred teaching.
Teacher-centred / Instructor-centred
The teacher directs the content, presentation and pace of learning. Learners often receive, practise and memorise information presented by the instructor.
Associated term: Pedagogical approach.
Learner-centred
Learners take a more active role in interpreting information, discovering knowledge and managing aspects of their learning. The teacher facilitates the process.
Associated term in the study material: Andragogical approach.
What should you be able to do?
- Identify the characteristics of each model.
- Recognise methods commonly associated with each approach.
- Distinguish teacher-centred, mixed and student-centred strategies.
- Select an appropriate method for a particular learning objective.
2. Teacher-centred Teaching
Instructor-centred teaching is described in the study material as a conventional approach. The instructor largely controls the material to be learned and the pace at which it is presented.
Key characteristics
- Teacher direction: The teacher decides what content is covered and how it is presented.
- Structured delivery: Lessons may follow a planned sequence, explanation and demonstration.
- Content emphasis: The approach may focus on acquiring knowledge, facts and skills.
- Teacher responsibility: The instructor takes primary responsibility for organising the learning process.
- Evaluation: The teacher commonly evaluates learners’ progress and achievement.
Methods commonly associated with teacher-centred instruction
Lecture
The teacher explains content to a class or large audience.
Team teaching
Two or more teachers plan, deliver and evaluate learning for a group.
TV or video presentation
Content is presented through audiovisual material, often followed by a task or discussion.
3. Pedagogy: The Instructor-directed Approach
The study material associates instructor-centred teaching with the pedagogical approach. Pedagogy concerns the art and science of teaching, including how content is delivered and how teaching is organised.
Role of the teacher
- Plans and organises the learning content.
- Directs the sequence and pace of instruction.
- Explains concepts and provides information.
- Guides practice and checks learning.
- Evaluates the learning process and student achievement.
Role of the learner
- Listens to explanations and observes demonstrations.
- Records, recalls and practises information.
- Responds to teacher questions and completes assigned tasks.
- Demonstrates learning through assessment.
When can it be useful?
A structured instructor-led approach can be useful when introducing unfamiliar concepts, explaining a common foundation to a large group, or presenting material that requires careful sequencing.
4. Learner-centred Teaching
In learner-centred teaching, the learner is more self-directed and assumes greater responsibility for learning. Students learn not only by receiving knowledge but also by interpreting it, discovering ideas and determining aspects of their learning pace.
Key characteristics
- Active engagement: Learners discuss, investigate, practise, create or solve problems.
- Self-direction: Learners take greater responsibility for their progress.
- Interpretation: Students work with ideas rather than only receiving information.
- Discovery: Learning opportunities encourage exploration and inquiry.
- Facilitation: The instructor provides guidance, resources and opportunities to learn.
- Self-evaluation: Learners reflect on their progress and identify areas for improvement.
What does the teacher do?
The teacher remains important, but the role shifts from primarily transmitting information to facilitating learning. The teacher designs activities, asks questions, supports inquiry and helps students acquire new knowledge and skills.
5. Andragogy: The Learner-directed Approach
The uploaded study material refers to learner-centred teaching as the andragogical approach. In this model, learners are mostly self-directed and instructors facilitate learning by providing opportunities for learners to develop knowledge and skills.
Features highlighted in the study material
- Learners take responsibility for aspects of their own learning.
- Learning involves interpreting information, not just receiving it.
- Discovery and independent effort can form part of learning.
- The instructor facilitates learning and provides opportunities to develop skills.
- Self-evaluation is a characteristic of the approach.
| Dimension | Pedagogical approach | Andragogical approach |
|---|---|---|
| Primary direction | Instructor-directed | More learner-directed |
| Teacher’s role | Organises and directs instruction | Facilitates learning and supports learners |
| Learner’s role | More dependent on the instructor in the model described | More self-directed and responsible |
| Learning activity | May emphasise presentation, acquisition and practice | May emphasise interpretation, discovery and self-evaluation |
6. Teacher-centred vs Learner-centred: Comparison
| Basis | Teacher-centred | Learner-centred |
|---|---|---|
| Direction | Primarily directed by the teacher | Greater learner direction and responsibility |
| Teacher’s role | Presenter, organiser and director | Facilitator, guide and supporter |
| Learner’s role | Often receives and practises presented content | Interprets, explores, discusses and applies ideas |
| Pace | Often determined largely by the teacher | May allow more learner control over pace |
| Typical methods | Lecture, team teaching, TV/video presentation | Projects, case studies, heuristic method, open learning |
| Assessment emphasis | Teacher-led evaluation is common | May include self-evaluation and reflection |
| Participation | May be limited unless deliberately encouraged | Active learner participation is central |
Remember the distinction
Teacher-centred
Teacher directs → Learner receives and practises
Example: A lecture explaining the stages of a process.
Learner-centred
Learner explores → Teacher facilitates
Example: Students investigate a problem and present their findings.
7. Three Categories of Instructional Strategy
The study material groups important instructional methods into three broad categories: teacher-centred strategies, mixed strategies and student-centred strategies.
| Teacher-centred strategy | Mixed strategy | Student-centred strategy |
|---|---|---|
| Lectures | Group discussion | Tutorials |
| Team teaching | Seminar | Assignments |
| TV or video presentation | Panel discussion | Project work |
| Brainstorming | Case study | |
| Project method or work | Programmed instruction | |
| Tutorials | Computer-assisted learning | |
| Case study | Interactive video | |
| Role play | Open learning | |
| Simulation | Personalized System of Instruction (PSI) | |
| Demonstration | Heuristic method |
Why is there a mixed category?
Many methods involve both teacher guidance and student participation. A teacher may introduce a topic, organise a discussion, support group work and then evaluate the learning. Such lessons cannot always be described as purely teacher-centred or purely learner-centred.
8. Important Methods: What to Recognise
Lecture
A formal presentation of information by the teacher. The study material notes that lectures can be one-way or two-way, depending on opportunities for clarification and further information.
Advantages: Economical for large audiences, can stimulate further learning and can be adapted to available time and equipment.
Limitations: Students may become passive listeners; lectures may be less suitable for developing some mental skills unless supplemented by participation.
Group discussion
Communication and interaction among group members around a topic, issue, skill or problem. Discussions may be planned, partly planned or unplanned.
Recognition clue: Learners exchange ideas and contribute to the discussion.
Seminar
A method in which participants prepare and contribute to a topic. It can provide opportunities for deeper preparation, leadership, analysis and research.
Recognition clue: Prepared contributions and discussion around a defined topic.
Project method
Learners work on a task or problem, often applying knowledge and producing an outcome. Its learner-centred character depends on the degree of student responsibility and decision-making.
Case study
Uses a case or real-world problem for analysis, evaluation and reasoned opinion. The study material highlights decision-making, problem-solving and active participation.
Role play and simulation
Role play asks learners to enact roles or situations. Simulation provides a representation of a situation in which learners can practise decisions or responses.
9. Learner-centred and Individualised Methods
Heuristic method
The study material associates this method with Professor Armstrong. Learners try to find answers through their own efforts and develop a spirit of inquiry. The teacher does not simply provide every answer.
Open learning
Open learning offers flexible access to learning resources, materials, equipment and support. Regular attendance may not be necessary, and restrictions on access or admission may be limited.
The study material notes that open learning requires suitable resources and expertise and may not be appropriate for every learning objective or rapidly changing content.
Computer-assisted learning (CAL)
CAL uses a computer to mediate the flow of information in learning. The study material highlights the computer’s ability to process information and respond to learner needs, difficulties and progress.
Programmed instruction
A highly structured system of learning in which learners progress through organised material. The source describes it as a structured approach that offers flexibility and control, with limitations for some types of learning objectives and rapidly changing content.
Personalized System of Instruction (PSI)
The study material describes PSI in terms of mastery learning, self-pacing, emphasis on written material, proctors and lectures. Learners achieve mastery of units before proceeding to the final test.
Differentiated instruction
The source describes differentiated instruction as a planned, dynamic approach that uses a variety of ways to teach. It may combine whole-group, small-group and individual instruction to accommodate different learners.
10. Choosing an Appropriate Teaching Method
The choice of method should follow the instructional objectives. The study material notes that the teacher selects an appropriate instructional method after specifying the intended objectives.
| Teaching need | Possible method | Reason |
|---|---|---|
| Present foundational information to a large group | Lecture | Can cover content efficiently with a large audience. |
| Encourage exchange of ideas | Group discussion or panel discussion | Creates opportunities for interaction and contributions. |
| Investigate a practical problem | Case study or project method | Encourages analysis, application and decision-making. |
| Practise a situation or response | Role play or simulation | Provides a setting for practising decisions or actions. |
| Encourage independent discovery | Heuristic method | Learners try to find answers through their own efforts. |
| Allow flexible access to learning resources | Open learning | Provides flexibility in how learners access resources. |
| Support self-paced progression through units | Personalized System of Instruction | Emphasises mastery and progression at an individual pace. |
Decision-making sequence
What should learners know, understand or be able to do?
2. Consider the learnersWhat are their needs, prior knowledge and level of independence?
3. Select the methodChoose a method that supports the objective and context.
4. Check learningUse questions, tasks, feedback or assessment to evaluate progress.
11. Quick Revision and Exam Traps
Teacher-centred
Instructor controls much of the content and pace.
Term: Pedagogical approach.
Examples: Lecture, team teaching, TV/video presentation.
Learner-centred
Learner takes a more active, self-directed role.
Term in source: Andragogical approach.
Examples: Heuristic method, open learning and many project or case-study activities.
Five quick distinctions
- Pedagogy: Associated in the study material with instructor-centred teaching.
- Andragogy: Associated in the study material with learner-centred teaching.
- Heuristic method: The learner seeks answers through their own effort.
- Lecture: Can be one-way or two-way; it is not necessarily completely passive.
- Mixed strategies: Include methods such as group discussion, seminar, brainstorming, role play, simulation and demonstration in the source’s classification.
12. Practice MCQs
Choose one answer per question. Each answer displays immediate feedback and an explanation.
Q1. Instructor-centred teaching is associated in the study material with which approach?
Q2. Which statement best describes learner-centred teaching?
Q3. Which of the following is listed as a teacher-centred strategy in the source’s table?
Q4. Which method encourages learners to find answers through their own efforts and develop a spirit of inquiry?
Q5. Which of the following is classified as a mixed strategy in the source’s table?
Q6. In the learner-centred model, what is the primary role of the instructor?
Q7. Which statement about lecture method is consistent with the study material?
Q8. Which method is described as using a case or real-world problem to encourage analysis, decision-making and problem-solving?
Q9. Which set of elements is associated with Personalized System of Instruction (PSI) in the study material?
Q10. Which statement best captures the relationship between teacher-centred and learner-centred models?
Quiz completed!
